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Article
Student-Initiated Linguistic-Based Feedback versus Process-Oriented Feedback in Foreign Language Writing
Florida Foreign Language Journal
(2012)
Abstract
A qualitative case study of three introductory French as foreign language classes at a university observed and analyzed the content of student-initiated interactions with the instructor to determine if students’ requests centered more on linguistic or process-oriented issues in writing. Afterwards, we used semistructured interviews to gain insight into student perceptions of the efficacy of the feedback they requested during the workshop. Results revealed a prevalence of student-initiated language-based questions during the class and an overall satisfaction with the oral corrective feedback they received.
Keywords
- foreign language,
- French,
- composition,
- error correction,
- feedback,
- case study,
- qualitative
Publication Date
Fall 2012
Citation Information
Melanie C. González, Alison M Youngblood and Elizabeth Giltner. "Student-Initiated Linguistic-Based Feedback versus Process-Oriented Feedback in Foreign Language Writing" Florida Foreign Language Journal Vol. 9 Iss. 1 (2012) p. 11 - 22 Available at: http://works.bepress.com/melanie-gonzalez/23/