Arab World English Journal (AWEJ) Volume 10. Number 3 September 2019                                                   Pp. 3-20
DOI: https://dx.doi.org/10.24093/awej/vol10no3.1 

Abstract PDF

Full paper PDF

 An Analysis of the Relationship among Teacher Feedback, Feedforward, and Grade on
Swedish University Students’ Compositions in English as a Second Language

 

 Monica Karlsson
School of Education, Humanities and Social Sciences
Halmstad University, Sweden

 

 

Abstract:
In the present study, with the aim of analyzing the relationship among teacher feedback, feedforward, and grade, the corrections and comments made by four experienced assessors on 187 compositions were under scrutiny. These essays were written by 56 Swedish university students studying English as a second language at three different educational levels. The results reveal that while there were clear links between mid-essay corrections/comments and grades given, the links between mid-essay corrections/comments and end comments were not only comparatively few, but less clear. Moreover, although valued highly in the research literature because of their ability to promote writing skills in an enhanced manner, there were more summative end comments than formative ones. The conclusion was, therefore, drawn that it is quite taxing for assessors, even for experienced ones, to produce connections that involve an alignment among a) mid-essay corrections/comments, b) end comments and c) grade that will, at the same time, promote students’ writing skills in accordance with what is suggested by the research literature. The assessors were, however, irrespective of grade given, attuned to the educational level at hand, focusing more on analytic aspects at the two lower levels, while taking a more holistic approach at the highest educational level. This may indicate that offering corrections/comments does not only entail a developmental journey for students, but for teachers too.
Key words: composition writing, feedback, feedforward, formative assessment, L2 English, Swedish University Students, summative assessment, teacher comments, teacher corrections, university level

Cite as: Karlsson, M. (2019). An Analysis of the Relationship among Teacher Feedback, Feedforward, and Grade on Swedish University Students’ Compositions in English as a Second Language. Arab World English Journal10 (3).320.

 DOI: https://dx.doi.org/10.24093/awej/vol10no3.1

Share on facebook
Facebook
Share on twitter
Twitter
Share on linkedin
LinkedIn
Share on tumblr
Tumblr
Share on reddit
Reddit
Share on email
Email
Share on stumbleupon
StumbleUpon
Share on digg
Digg
https://dx.doi.org/10.24093/awej/vol10no3.1
Share on facebook
Share on twitter
Share on linkedin
Share on tumblr
Share on digg
Share on email
Share on reddit
Share on stumbleupon
Share on vk

Dr. Monica Karlsson is Associate Professor of English at Halmstad University, Sweden. Her
main field of interest is Second Language Acquisition (SLA) in the area of which she has published
several research articles and books, the most recent one being Idiomatic mastery in a first and
second language. https://orcid.org/0000-0002-4138-2338