The Effect of Student Receptivity to Instructional Feedback on Writing Proficiency among Chinese Speaking English Language Learners
- Julie Tzu-Ling Huang
AbstractThe purpose of this research study is to discover the degree to which student acceptance of instructor feedback influences developing writing proficiency among Chinese speaking English Language Learners enrolled in an American middle school. This study was designed as a qualitative case study—an approach using in-depth inductive processes to observe and evaluate the receptivity of eighth-grade students to instructor feedback during an extended unit of instruction covering the five-paragraph essay model.
The principal results in this study show that students who receive timely feedback and are receptive to this feedback become proficient writers, able to pass a Writing Multiple Measurement Assessment (WMMA), contrary to those who are not receptive to feedback.
The author reviews research regarding the importance of structured writing instruction for English Language Learners and tactics writing instructors should consider to strategically provide heeded feedback. This study also recommends practical applications for future research direction.
This work is licensed under a Creative Commons Attribution 4.0 License.
Google-based Impact Factor (2017): 3.52
h-index (February 2018): 20
i10-index (February 2018): 58
h5-index (February 2018): 15
h5-median (February 2018): 22
- Academic Journals Database
- ANVUR (Italian National Agency for the Evaluation of Universities and Research Institutes)
- CNKI Scholar
- Excellence in Research for Australia (ERA)
- Google Scholar
- IBZ Online
- Linguistic Bibliography
- Linguistics Abstracts Online
- Linguistics and Language Behavior Abstracts
- MLA International Bibliography
- PKP Open Archives Harvester
- Thomson Reuters Web of Science (Emerging Sources Citation Index)
- UCR Library
- Diana XuEditorial Assistant