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- W1574372962 abstract "Should we correct our students’ language errors? Most ESL teachers would an- swer this question with a resounding Yes while at the same time wondering how to meet the challenge. The collaborative project reported below was designed to provide ESL teacher trainees with an opportunity to experience the ups and downs of providing corrective feedback on writing and develop their awareness in this regard. To this end, the teacher trainees acted as corrective-feedback tutors to high school learners during one school semester. During the course of the proj- ect, they kept journals documenting their reflections in regard to this demanding pedagogical practice. Time constraints, motivation, and fear of making mistakes themselves or of not providing adequate guidance to the learners were among the major hurdles encountered by the tutors. In interviews conducted at the end of the project, the tutors offered suggestions for overcoming these difficulties and surviving the corrective-feedback trials and tribulations. The survival tips pre- sented were drawn from the tutors’ recommendations as well as from insights from corrective-feedback research.Devrait-on corriger les erreurs de langue de nos étudiants? La plupart des en- seignants d’ALS répondraient à cette question par un oui catégorique tout en se demandant comment relever ce défi. Le projet collaboratif décrit ci-dessous a été conçu pour fournir aux stagiaires en ALS une occasion de vivre les hauts et les bas liés au fait de présenter de la rétroaction corrective aux travaux écrits, et de se conscientiser à cet égard. À cette fin, les stagiaires ont joué le rôle de tuteurs fournissant de la rétroaction corrective à des élèves du secondaire pendant un se- mestre. Au cours de projet, ils ont tenu un journal pour noter leurs réflexions relatives à cette pratique pédagogique exigeante. Parmi les obstacles les plus im- portants auxquels les tuteurs ont fait face, notons les contraintes de temps, la motivation et la peur de se tromper eux-mêmes ou de ne pas fournir des conseils adéquats aux élèves. Lors d’entrevues qui ont eu lieu à la fin du projet, les tuteurs ont offert des suggestions pour surmonter ces difficultés et survivre aux vicissi- tudes de la rétroaction corrective. Les conseils de survie présentés sont tirés des recommandations des tuteurs et des perspectives découlant de la recherche sur la rétroaction corrective." @default.
- W1574372962 created "2016-06-24" @default.
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- W1574372962 date "2013-02-17" @default.
- W1574372962 modified "2023-10-14" @default.
- W1574372962 title "The Pedagogy of Error Correction: Surviving the Written Corrective Feedback Challenge" @default.
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- W1574372962 doi "https://doi.org/10.18806/tesl.v30i1.1129" @default.
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