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Unfocused written corrective feedback for academic discourse: the sociomaterial potential for writing development and socialization in higher education

Background. There is a prevailing belief that unfocused written corrective feedback may not be suitable to promote students’ academic writing development. Purpose. This perspective piece demonstrates how unfocused written corrective feedback reflects the principles of sociomateriality, which views l...

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Main Author: Daron Benjamin Loo
Format: Article
Language:English
English
Published: National Research University Higher School of Economics 2022
Subjects:
LB2300-2430 Higher education
Online Access:https://eprints.ums.edu.my/id/eprint/35648/1/Abstract.pdf
https://eprints.ums.edu.my/id/eprint/35648/2/Fulltext.pdf
https://eprints.ums.edu.my/id/eprint/35648/
https://doi.org/10.17323/jle.2022.12996
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spelling my.ums.eprints.356482023-06-21T01:24:41Z https://eprints.ums.edu.my/id/eprint/35648/ Unfocused written corrective feedback for academic discourse: the sociomaterial potential for writing development and socialization in higher education Daron Benjamin Loo LB2300-2430 Higher education Background. There is a prevailing belief that unfocused written corrective feedback may not be suitable to promote students’ academic writing development. Purpose. This perspective piece demonstrates how unfocused written corrective feedback reflects the principles of sociomateriality, which views learning as dynamic. Perspectives. Unfocused written corrective feedback has the potential to support university students’ academic discourse socialization. This perspective is based on the observation that actual written corrective feedback in a classroom setting is varied and contextual, and not focused on any particular grammar form or writing feature. Conclusion. Unfocused written corrective feedback represents an optimal approach to support university students’ awareness and engagement with variables found in their learning ecology. These variables can support students’ academic writing development. National Research University Higher School of Economics 2022 Article NonPeerReviewed text en https://eprints.ums.edu.my/id/eprint/35648/1/Abstract.pdf text en https://eprints.ums.edu.my/id/eprint/35648/2/Fulltext.pdf Daron Benjamin Loo (2022) Unfocused written corrective feedback for academic discourse: the sociomaterial potential for writing development and socialization in higher education. Journal of Language and Education (JLE), 8 (4). pp. 194-199. ISSN 2411-7390 https://doi.org/10.17323/jle.2022.12996
institution Universiti Malaysia Sabah
building UMS Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sabah
content_source UMS Institutional Repository
url_provider http://eprints.ums.edu.my/
language English
English
topic LB2300-2430 Higher education
spellingShingle LB2300-2430 Higher education
Daron Benjamin Loo
Unfocused written corrective feedback for academic discourse: the sociomaterial potential for writing development and socialization in higher education
description Background. There is a prevailing belief that unfocused written corrective feedback may not be suitable to promote students’ academic writing development. Purpose. This perspective piece demonstrates how unfocused written corrective feedback reflects the principles of sociomateriality, which views learning as dynamic. Perspectives. Unfocused written corrective feedback has the potential to support university students’ academic discourse socialization. This perspective is based on the observation that actual written corrective feedback in a classroom setting is varied and contextual, and not focused on any particular grammar form or writing feature. Conclusion. Unfocused written corrective feedback represents an optimal approach to support university students’ awareness and engagement with variables found in their learning ecology. These variables can support students’ academic writing development.
format Article
author Daron Benjamin Loo
author_facet Daron Benjamin Loo
author_sort Daron Benjamin Loo
title Unfocused written corrective feedback for academic discourse: the sociomaterial potential for writing development and socialization in higher education
title_short Unfocused written corrective feedback for academic discourse: the sociomaterial potential for writing development and socialization in higher education
title_full Unfocused written corrective feedback for academic discourse: the sociomaterial potential for writing development and socialization in higher education
title_fullStr Unfocused written corrective feedback for academic discourse: the sociomaterial potential for writing development and socialization in higher education
title_full_unstemmed Unfocused written corrective feedback for academic discourse: the sociomaterial potential for writing development and socialization in higher education
title_sort unfocused written corrective feedback for academic discourse: the sociomaterial potential for writing development and socialization in higher education
publisher National Research University Higher School of Economics
publishDate 2022
url https://eprints.ums.edu.my/id/eprint/35648/1/Abstract.pdf
https://eprints.ums.edu.my/id/eprint/35648/2/Fulltext.pdf
https://eprints.ums.edu.my/id/eprint/35648/
https://doi.org/10.17323/jle.2022.12996
_version_ 1769843676639395840
score 13.211869

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