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Practitioners respond to Icy Lee's ‘Teacher written corrective feedback: Less is more’

Published online by Cambridge University Press:  05 October 2020

Yingying Li  and
Ye Han
Yingying Li
Affiliation:
Henan University of Economics and Law, Zhengzhu, China
Ye Han*
Affiliation:
Harbin Institute of Technology, Shenzhen, China
*
*Corresponding author. Email: [email protected]
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Extract

In her position article, Lee (2019) compellingly argues for focused written corrective feedback (FWCF) and offers clear guidelines for teachers to shift their feedback approach. As English language teaching practitioners in Chinese universities, we share Lee's view against any unthinking adherence to comprehensive written corrective feedback (CWCF) and advocate principled feedback practice. Our response begins by presenting the common ground between Lee's and our stance, followed by problematizing her ‘less-is-more’ argument. Finally, following Lee's guidelines, we propose a few context-specific suggestions to help university teachers in mainland China and other contexts better implement FWCF.

Type
Pedagogical Implications
Information
Language Teaching , Volume 54 , Issue 1 , January 2021 , pp. 149 - 151
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Copyright
Copyright © The Author(s), 2020. Published by Cambridge University Press

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References

Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39, 77–95.CrossRefGoogle Scholar
Lee, I. (2011). Working smarter, not working harder: Revisiting teacher feedback in the L2 writing classroom. The Canadian Modern Language Review, 67(3), 377–399.CrossRefGoogle Scholar
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