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Faculty of Education » Home » Dr. Icy Lee invited lecture – Responding to L2 Student Writing: Issues, Challenges and Future Directions

Dr. Icy Lee invited lecture – Responding to L2 Student Writing: Issues, Challenges and Future Directions

Please mark your calendar for July 9, 11:00 am-12:30 pm for a talk in DLC given by Dr. Icy lee, a Professor in the Department Curriculum and Instruction of the Faculty of Education at The Chinese University of Hong Kong. Her main research interests are in second language writing and second language teacher education. Her publications have appeared in many international journals, including Journal of Second Language Writing, TESOL Quarterly, Language Teaching, Canadian Modern Language Review, Assessing Writing, System, Teacher Education Quarterly, ELT Journal, TESL Canada Journal, English Teaching Forum, Modern English Teacher, and The Teacher Trainer. She has served on the Editorial Advisory Panel of ELT Journal and is currently a member of the editorial boards of Journal of Second Language Writing, Assessing Writing and TESL Canada Journal.

Light refreshments will be provided and hope you can come.

Title:Responding to L2 Student Writing: Issues, Challenges and Future Directions
Icy Lee

Date: Thursday July 9, 2015
Time: 11:00 am -12:30 pm
Location: Digital Literacy Centre, Ponderosa F, rm 103

Abstract:
In a number of L2 contexts, writing teachers respond to single drafts of student writing, focus inordinately on errors, and dominate the entire feedback process. While such feedback approaches are considered ineffective and outdated, they are still being embraced as rules of thumb particularly in EFL contexts. With recent feedback research in L2 writing that generates useful insights about best feedback principles, and with a paradigm shift in assessment that places a greater emphasis on assessment for and as learning (i.e. using assessment to promote learning and to develop students’ self-monitoring capacity), such conventional feedback approaches are becoming more and more untenable, and change is warranted. Drawing on my own research conducted in Hong Kong secondary classrooms that address a range of issues, including teachers’ beliefs and practices regarding feedback, students’ reactions to teacher feedback, and teachers’ attempts at feedback innovation, I examine the problems and challenges teachers face as they respond to student writing, discuss implications for practice and research, and conclude with future directions for teacher education on feedback in L2 writing.


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