Karen Best teaches ESL at the University of Wisconsin-Madison. Her research focuses on politeness theory and written feedback, as well as on student views and use of written feedback. She has also taught middle school English in South Korea.
Transformation Through Research-Based Reflection: A Self-Study of Written Feedback Practice
Version of Record online: 3 JAN 2012
2011 TESOL International Association
Volume 2, Issue 4, pages 492–509, December 2011
How to Cite
BEST, K. (2011), Transformation Through Research-Based Reflection: A Self-Study of Written Feedback Practice. TESOL Journal, 2: 492–509. doi: 10.5054/tj.2010.271901
- Issue online: 3 JAN 2012
- Version of Record online: 3 JAN 2012
This study investigates the written feedback the author gave during her first year as a university English as a second language writing instructor. The article investigates the form (questions, commands, comments) and the themes (organization, content, grammar) of feedback, the use of mitigation, and the treatment of grammar errors. It shows how practitioner research can increase one's confidence, provide an accurate understanding of one's own work, and more fully establish one's practice in theory, rather than teaching lore.