Article published In: ITL - International Journal of Applied Linguistics
Vol. 139/140 (2003) ► pp.47–75
Teacher Feedback
A Singaporean Perspective
Published online: 1 January 2003
https://doi.org/10.2143/ITL.139.0.2003198
https://doi.org/10.2143/ITL.139.0.2003198
This article reports on the findings of an investigative study on teacher feedback at a lower-secondary class in a Singaporean school. Involving an observation of the writing lessons and interviews with several respondents, the study reveals a misfit between desired and actual feedback The potential for such mismatches becomes greater if the writing lesson is set rigidly as a unilateral transfer of knowledge from teacher to student This study argues that the writing lesson should not be viewed as a mere pedagogic event but as a social event as well, allowing room for teacher-student interaction and the provision
of personal, substantiated feedback In such an environment, students are guided to discover writing as a process of finding and structuring ideas, and the responsibility that comes with searching for a way to express them (GAGE 1986:25),
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