Going forward with feedback: on autonomy and teacher feedback
2014 (English)In: Text analysis: culture, framework & teaching: conference proceedings from the Text Analysis Symposium at Kristianstad University, April 2014 / [ed] Jane Mattisson, Maria Bäcke, Kristianstad: Kristianstad University Press , 2014, 42-58 p.Conference paper (Other academic)
Language teachers often complain that they are becoming “composition slaves” (Hairston 1986) spending an inordinate amount of work on giving feedback on students' texts. This might be particularly true of L2 teachers as several studies indicate that students prefer teacher feedback to peer feedback, particularly in L2 learning (Zhang; Hyland). While the ultimate goal of teacher-written feedback is an independent and self-regulating, the risk of “over-dependence on teacher feedback lower[ing] the students’ initiative” (Miao, Badger, and Zhen) looms large. This paper probes the limits and implications of teacher feedback focusing on the question of whether teacher feedback generates dependent students. Through a discussion of three cases, we ask: when does feedback go from being constructive to impeding development of independence? This idea of dependence is further considered in relation to current debates about the rise of “therapeutic education” in which students are discussed in terms of “vulnerability” (Füredi; Ecclestone and Hayes). We conclude by suggesting that the challenge for teachers is not to assume the role of therapists but to encourage reflective education through clarity about academic goals, and making explicit the crucial role of autonomy for successful student progression — in and beyond the university setting.
Place, publisher, year, edition, pages
Kristianstad: Kristianstad University Press , 2014. 42-58 p.
Kristianstad University Press, 2014:4
IdentifiersURN: urn:nbn:se:hkr:diva-13330ISBN: 978-91-87973-00-0OAI: oai:DiVA.org:hkr-13330DiVA: diva2:774313
Text Analysis Symposium at Kristianstad University, April 2014