Teacher feedback on writing is shaped by context

What the study found: Teachers’ feedback on second language writing was strongly shaped by the context in which they worked. The study also found that individual teachers’ perceptions of specific contextual features played a strong role in linking their beliefs to their practices.
Why the authors say this matters: The authors conclude that researchers should rethink the role of context in this area of study. They also say program developers, policy makers, and language teacher educators should design curricula and preparation that better reflect teachers’ input and their work contexts.
What the researchers tested: The researchers used a case study approach with 15 teachers in three Canadian program settings: an English for academic preparation program for international students, an undergraduate English language studies program, and an English as a second language settlement program for immigrants. They gathered in-depth interviews, analyzed teacher feedback on student writing, and used stimulated recall, in which teachers discussed student papers with their feedback.
What worked and what didn't: The findings confirmed that context has a significant impact on feedback practice. The study reports that teachers’ educational and professional backgrounds, their experiences, and their beliefs about writing feedback were examined alongside contextual features, and that perceived contextual features strongly mediated the relationship between belief and practice.
What to keep in mind: The abstract does not provide detailed limitations beyond the fact that this was a case study in one country and across three specific program contexts. The findings are limited to the teachers and settings studied in the available summary.

Key points

• The study found that context significantly affects teachers’ feedback practices for second language writing.
• Teachers’ perceptions of specific contextual features strongly mediated the relationship between beliefs and practice.
• The study used interviews, feedback analysis, and stimulated recall with 15 teachers in three Canadian program settings.
• The authors say researchers should rethink how context is treated in this research area.
• The abstract does not describe detailed limitations.