Contextualizing feedback in L2 writing: the role of teacher scaffolding

Abstract

For decades, there has been a debate over the effectiveness of written corrective feedback in second language writing pedagogy. Recently, research on the issue has gradually turned from whether to give corrective feedback in L2 writing to how it can be effective; however, pursuit for effective pedagogical practices are still underway. To address this issue, the study reports on how contextualized feedback through teacher scaffolding can be effectively provided in L2 argumentative writing instruction and thus promote integrated development of language and cognition. Multiple data were collected to track students’ learning processes, including classroom recordings, teacher feedback on students’ writing samples, and teacher-student individual writing conferences. Results revealed a significant improvement in students’ L2 written language accuracy and rhetorical genre skills and an evident progress in their language use appropriateness, though the rates of development can be subjected to individual language proficiencies. Results of the study can inform the development of an effective L2 writing pedagogy while shedding light on EFL learners’ argumentative writing developmental trajectories.

Keywords:

• written corrective feedback
• contextualized feedback
• teacher scaffolding
• language awareness
• L2 argumentative writing

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Acknowledgements

We would like to express our sincere gratitude to the instructor Lan for her dedication to teaching and full support during the research processes. We are very grateful to three anonymous Language Awareness reviewers for their insightful comments on the original manuscript.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Notes

1 MD signifies mean difference between groups.

2 Accuracy refers to the mean number of feedback on grammatical and lexical errors.

3 Appropriateness refers to the mean number of feedback on language use appropriateness.

4 Argumentation refers to the mean number of feedback on argumentation quality.

5 Genre refers to the mean number of feedback on rhetorical genre skills.

6 E1 to E4 refer to Essay 1 to Essay 4 respectively.

Additional information

Funding

The study is jointly supported by BFSU Landmark Research Projects for “Double-First Class” Construction—Critical Thinking-oriented English Language Education: Research and Development (Grant No. 2020SYLZDXM014), the Project of Discipline Innovation and Advancement (PODIA)-Foreign Language Education Studies at BFSU, Beijing (Grant No. 2020SYLZDXM011), and the Fundamental Research Funds for the Central Universities (Grant No. 2020JX019).

Notes on contributors

Dongying Li

Dongying Li is a PhD Candidate in the School of English and International Studies in Beijing Foreign Studies University, Beijing, China. Her research interests include second language writing and second language pedagogy.

Lian Zhang

Lian Zhang is a Professor of Applied Linguistics in the School of English and International Studies in Beijing Foreign Studies University, Beijing, China. Her research interests include second language teacher education, second language writing and second language pedagogy.