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dc.contributor.authorHenk Louw
dc.contributor.authorBertus van Rooy
dc.identifier.citationLouw, H. & Van Rooy, A.J. 2010. Yes/No/Maybe: A Boolean attempt at feedback. Journal For Language Teaching (saalt Journal For Language Teaching), 44(1):107-125. []en_US
dc.description.abstractThis paper describes an experiment in which Boolean feedback (a kind of checklist) was used to provide feedback on the paragraph structures of first year students in an Academic Literacy course. We begin by introducing the major problems with feedback on L2 writing and establishing why a focus on paragraph structures in particular is of importance. The experiment conducted was a two-draft assignment in which three different kinds of feedback (technique A: handwritten comments, B: consciousness-raising through generalised Boolean feedback, and C: specific Boolean feedback) were presented to three different groups of students. The results indicate that specific Boolean feedback is more effective than the other two techniques, in small part because a higher proportion of the instances of negative feedback on the first draft was corrected in the second draft (improvements), but much more substantially because in the revision a much lower number of changes to the text resulted in negative feedback on the second draft (regressions). For non-specific feedback, almost as many regressions occurred as improvements. In combination with automatic analytical techniques made possible with software, the results from this study make a case for the use of such checklists in giving feedback on student writing.en_US
dc.publisher(SAALT/SAVTO) South African Association of Language Teaching / Suid-Afrikaanse Vereniging vir Taalonderrig // Sabineten_US
dc.subjectBoolean feedbacken_US
dc.subjectAcademic literacyen_US
dc.subjectAnalytical techniquesen_US
dc.subjectL2 writingen_US
dc.titleYes/No/Maybe: A Boolean attempt at feedbacken_US
dc.contributor.researchID10095519 - Van Rooy, Albertus Jacobus

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