Transforming L2 Teachers' Written Feedback through Professional Development: An Activity-System Analysis
Guardado en:
| Udgivet i: | Language Teaching Research Quarterly vol. 47 (2025), p. 156 |
|---|---|
| Hovedforfatter: | |
| Andre forfattere: | , |
| Udgivet: |
European Knowledge Development (EUROKD)
|
| Fag: | |
| Online adgang: | Citation/Abstract Full text outside of ProQuest |
| Tags: |
Ingen Tags, Vær først til at tagge denne postø!
|
MARC
| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 3227888301 | ||
| 003 | UK-CbPIL | ||
| 035 | |a 3227888301 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a EJ1472531 | ||
| 100 | 1 | |a Soleimani, Neda | |
| 245 | 1 | |a Transforming L2 Teachers' Written Feedback through Professional Development: An Activity-System Analysis | |
| 260 | |b European Knowledge Development (EUROKD) |c 2025 | ||
| 513 | |a Report Article | ||
| 520 | 3 | |a L2 teachers' written feedback (WF) has been widely researched as one key cognitive factor in students' learning of a new language. Little research, however, has viewed WF as a contextually embodied and socially mediated activity that may be influenced by professional development. We compared five Iranian EFL teachers' WF before and after a professional development program in order to understand how the program may have contributed to reshaping their WF practice. We used activity theory (AT) to analyze marked writing assignments, semi-structured interviews, and teachers' narratives after the program. Analysis revealed that while some teachers featured a transformation in the object, tool, rule and division of labor of their WF activity, others displayed a change only in the object component. Professional development in WF helped EFL teachers reconceptualize their WF, making it more indirect and oriented to content. However, these changes also posed a variety of tensions for teachers. Reconceptualizing WF is a key component in teachers WF practice that should be considered along with other social and individual factors that mediate how teachers decide to provide WF to their learners. | |
| 651 | 4 | |a Iran | |
| 653 | |a Second Language Instruction | ||
| 653 | |a Second Language Learning | ||
| 653 | |a English (Second Language) | ||
| 653 | |a Language Teachers | ||
| 653 | |a Faculty Development | ||
| 653 | |a Written Language | ||
| 653 | |a Feedback (Response) | ||
| 653 | |a Foreign Countries | ||
| 653 | |a Systems Analysis | ||
| 700 | 1 | |a Herazo, José David | |
| 700 | 1 | |a Rahimi, Mohammad | |
| 773 | 0 | |t Language Teaching Research Quarterly |g vol. 47 (2025), p. 156 | |
| 786 | 0 | |d ProQuest |t ERIC | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3227888301/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u http://eric.ed.gov/?id=EJ1472531 |