Computer-Mediated Feedback in Composition Correction
DOI:
https://doi.org/10.1558/cj.v19i1.37-50Keywords:
Advanced Level Writing, Computer Feedback, Automated Annotation, Focus-On-Form ApproachesAbstract
The purpose of this paper is to describe theoretical and practical considerations related to the provision of feedback in the written compositions of advanced level foreign language learners, as exemplified by second year (semester 7-8) students of French. The paper begins by discussing the approach taken to teaching and assessing writing skills of students at Monash University. It then proceeds to a consideration of how using a computer-based composition annotation program, Markin32, can contribute to the reduction of correction loads for instructors and the improvement of the quality and usefulness of composition feedback for students.
References
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Burston, J. (2001). Exploiting the potential of a computer-based grammar checker in conjunction with self-monitoring strategies with advanced level students of French. CALICO Journal, 18 (3), 499-515
Daughty, K., & Williams, J. (1998). Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.
