Focusing on form: student engagement with teacher feedback

By F. Hyland. 2003

423 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/b7b456f4e448760e0baa9a0bdb0fa925f884c0c3

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. N. Storch
2. Shulin Yu
3. Ken Hyland
4. Yao Zheng
5. A. Hamouda
6. A. Jonsson
7. Gillian Wigglesworth
8. Zhe Zhang

In Language and Linguistics

1. Shulin Yu
2. Icy Lee
3. N. Storch
4. Yao Zheng
5. A. Svalberg
6. Ken Hyland
7. Gillian Wigglesworth
8. A. Hamouda

In Literature and Literary Theory

1. Shulin Yu
2. N. Storch
3. Yao Zheng
4. Icy Lee
5. A. Svalberg
6. Ken Hyland
7. Gillian Wigglesworth
8. A. Hamouda

Citations in the corpus

• Engagement with language: interrogating a construct (2009, background): “For example, Hyland (2003) and Batstone (2002) have investigated learner engagement, and Borg (2007) has looked at teachers’ research engagement.”
• LEARNERS’ PROCESSING, UPTAKE, AND RETENTION OF CORRECTIVE FEEDBACK ON WRITING (2010, methodology): “Hyland ( 1998 , 2003 ) used retrospective interviews and case studies to investigate students’ use and reactions to the feedback received.”
• A Study of Students and Teachers' Preferences and Attitudes towards Correction of Classroom Written Errors in Saudi EFL Context (2011, methodology): “Hyland (2003) accounts for the highest proportion by mentioning that there were large number of reasons for making new mistakes such as these due to students' carelessness, students' habit of making those kinds of mistakes, and even students' struggle for rewriting the papers "without actually…”
• Future Directions in Feedback on Second Language Writing: Overview and Research Agenda (2010, background): “IJES, vol. 10 (2), 2010, pp.171-182 180 (Hyland, 2003).”
• Effective faculty feedback: The road less traveled (2006, background): “A third principle for effective feedback is to provide comments that identify patterns of weaknesses, errors, and strengths (Bellah, 1995; Hyland, 2003; Konold et al., 2004; Straub, 2002; “Writing Matters,” 1997–2005).”
• Student engagement with teacher and automated feedback on L2 writing (2018, background): “Hyland (2003), for example, found that the extent her two case study students engaged with form-focused feedback varied greatly, so that one lower-intermediate student’s response to teacher feedback was strongly influenced by her emotional reactions to the teachers’ comments on her work.”
• Student engagement literature review (2010, background): “…on their induction experiences as distance learners” (Forrester et al., 2004, 1); and feedback – “The quality of revision after feedback on error has also been examined and it has been suggested that feedback on error can improved students’ writing in the short-term” (Hyland, 2003, 219) .”
• Critical Feedback on Written Corrective Feedback Research. (2010, background): “A growing body of qualitative case study research has attested to the importance of these factors in explaining learner response and uptake of the feedback provided (see Given & Schallert, 2008; Hyland, 2003; Hyland & Hyland, 2006; Storch & Wigglesworth, 2010a, b).”
• Facilitating productive use of feedback in higher education (2013, background): “…Chapin and Terdal, 1990; Paulus, 1999; Tagong, 1991; Williams, 2004), although there are studies where the distribution between surface-level and other changes are approximately similar or where there are very large variation between individual students (Beason, 1993; Ferris, 1997; Hyland, 2003).”