There is an expectation from some students for the teacher to provide as much feedback as possible, whether it is related to one of the skills speaking, reading, pronunciation, writing, etc. In fact, when students produce some written work in their L2, teachers usually go through the writing and provide some feedback. In today’s article, I will look at how to proceed with errors in writing. There have three main approaches to correcting student written work – there is a forth but I will not go into this in this post.
The first approach to providing correction and feedback on student writing is correcting everything that the student has submitted to the teacher. This is quite a traditional approach to writing, but it may impact on student confidence towards writing in their second language. The second approach to written correction is providing feedback on selected parts of a student’s writing. This will not overwhelm a student, and usually a teacher will choose a paragraph to analyse with some feedback. The final approach to providing feedback or correction for writing, is with the use of symbols or a coding system. The coding system relates to the particular error, with the teacher drawing student attention towards the error in the hopes that awareness of the issues.
In this article, I share ten common codings that teachers can incorporate with their written feedback for students. Obviously, before attempting to incorporate a coding system, I would recommend that teachers introduce this system to students in the classroom before immediately handing back any written work. Students will need to become accustomed to this style of feedback and it is more learner-centred, with students having to discover the problems with their text. Therefore, learner training and tutoring is a valuable and necessary part when including this style of error correction and feedback.
I started the first day by emailing students of all necessary schedules for their course, highlighting important deadlines and times of live Zoom sessions. I also scheduled individual students for an allocated time of their one-to-one tutorial, spread over two days. One reason I wanted to spread the tutorial over two days was that when I decided to have the tutorials over one day, I felt exhausted and had little time to respond to issues as they emerged. The benefit I found of holding half the tutorials over a day was that I were able to spend time responding to issues by emailing students or providing further information.
Anyhow, the first day I prepared the necessary PPT for the following day, listened to the student self-study input sessions, and also reminded students to submit their newspaper article in preparation for this week’s tutorial. I find myself having to motivate students to complete and engage with tasks, when particular students are not so intrinsically motivated to complete their autonomous self-study tasks. Perhaps I over-analyse or expect too much from my students but I do understand that the course is very similar to what students encounter when they undertake their courses at university.
I have completed two weeks of an eight week pre-sessional course. Over the past month, I have shared some of the events leading up to the course which included a day of IT training and two days of induction to introduce this new course. I thought I would share my first week of teaching an online EAP course with my thoughts and reflections. I made quite a few mistakes during the first week and expectations were usually not met. However, apologies if this post rambles on and feel free not to read but I do hope that it offers an insight to others who have had similar experiences.
The first day of the course was quite stressful. There were no face-to-face sessions via Zoom and all interaction was to be handled asynchronously via the University Canvas website with introductions to be posted on the discussion forum by each pre-sessional group. I posted up a video for students to watch, but I noticed that had students used their mobile devices to access the discussion thread, the video would not have been visible. However, a script was included below the introduction video so students would have been able to view this instead. I was hoping that students would have posted up their own introduction video but all decided to introduce themselves with text in the discussion post. I suppose there were no brave souls out there willing to share their verbal introduction.