Skip to content
2018
Volume 60, Issue 1
  • ISSN: 0034-527X
  • E-ISSN: 1943-2348

Abstract

With a view to better preparing teachers to engage in linguistically responsive feedback practices, we examined what 120 preservice secondary English language arts teachers (PSETs) considered to be “useful” and “appropriate” feedback to English learner (EL) writers by analyzing posts to an online database of student writing and teacher feedback. Findings of this qualitative study show that PSETs valued linguistic diversity, shared many core orientations of linguistically responsive teaching, and sought to give ELs holistic writing feedback; however, they ultimately equated useful feedback with error correction. PSETs were highly attuned to EL errors, but they were not able to connect different types of errors to language development and could not determine which errors were appropriate to correct given the student’s proficiency level. Furthermore, PSETs largely ignored ELA content and attributed appropriate EL feedback to teacher bilingualism rather than recognizing the need to learn about ELs’ interests and backgrounds. We suggest equipping PSETs with skills to learn about ELs and leveraging extant PSET attention to grammar with additional knowledge of language development processes. Identifying proficiency-level-appropriate errors could allow PSETs to selectively correct errors and provide space for more substantive feedback on ELA content.

© 2025 by the National Council of Teachers of English
Loading

Article metrics loading...

/content/journals/10.58680/rte202560195
2025-08-01
2026-06-07
Loading full text...

Full text loading...

References

  1. Applebee A. N., Langer J. A., Wilcox K. C., Nachowitz M., Mastroianni M. P., & Dawson C. (2013) Writing instruction that works: Proven methods for middle and high school classrooms. Teachers College Press; National Writing Project.
     [Google Scholar]
  2. Ballock E., McQuitty V., & McNary S. (2018) An exploration of professional knowledge needed for reading and responding to student writing. Journal of Teacher Education, 69(1), 56-68.
     [Google Scholar]
  3. Beach R., & Friedrich T. (2006) Response to writing. In MacArthur C. A., Graham S., & Fitzgerald J. (Eds.), The handbook of writing research (pp. 222-234). Guilford Press.
     [Google Scholar]
  4. Berry D. N., Taylor M., Nicolai K. D., Koenka A. C., Barnes N., de Oliveira L. C., & Zumbrunn S. (2025) Reading and writing feedback perceptions among multilingual and monolingual learners across K-20 contexts: A systematic review. Learning and Instruction, 95, Article 102022.
     [Google Scholar]
  5. Binglan Z., & Jia C. (2010) Impact of teacher feedback on the long-term improvement in the accuracy of EFL student writing. Chinese Journal of Applied Linguistics, 33(2), 18-34.
     [Google Scholar]
  6. Bitchener J., & Knoch U. (2010) The contribution of written corrective feedback to language development: A ten month investigation. Applied Linguistics, 31(2), 193-214.
     [Google Scholar]
  7. Bitchener J., & Storch N. (2016) Written corrective feedback for L2 development. Multilingual Matters.
     [Google Scholar]
  8. Bomer R., Land C. L., Rubin J. C., & Van Dike L. M. (2019) Constructs of teaching writing in research about literacy teacher education. Journal of Literacy Research, 51 (2), 196-213.
     [Google Scholar]
  9. Brookhart S. M. (2008) How to give effective feedback to your students. ASCD.
     [Google Scholar]
  10. Budhai S. S., & Grant K. S. L. (2022) Culturally responsive teaching online and in-person: An action planner for dynamic equitable learning environments. Corwin.
     [Google Scholar]
  11. Calkins L. M. (1994) The art of teaching writing. Heinemann.
     [Google Scholar]
  12. Collin J., & Quigley A. (2021) Teacher feedback to improve pupil learning. Education Endowment Foundation.
     [Google Scholar]
  13. de Jong E., & Harper C. A. (2005) Preparing mainstream teachers for English-language learners: Is being a good teacher good enough?Teacher Education Quarterly, 32(2), 101-124.
     [Google Scholar]
  14. Dietrich S., & Hernandez E. (2022) Language use in the United States: 2019. American Community Survey.
     [Google Scholar]
  15. Dörnyei Z., MacIntyre P. D., & Henry A. (Eds.) (2015) Motivational dynamics in language learning. Multilingual Matters.
     [Google Scholar]
  16. Ellis R. (2016) Focus on form: A critical review. Language Teaching Research, 20(3), 405-428.
     [Google Scholar]
  17. Ellis R., Sheen Y., Murakami M., & Takashima H. (2008) The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System, 36(3), 353-371.
     [Google Scholar]
  18. Enright K. (2011) Language and literacy for a new mainstream. American Educational Research Journal, 48(1), 80-118.
     [Google Scholar]
  19. Ferris D. (2006) Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction. In Hyland K. & Hyland F. (Eds.), Feedback in second language writing: Contexts and issues (pp. 81-104). Cambridge University Press.
     [Google Scholar]
  20. Ferris D. (2018) “They said I have a lot to learn”: How teacher feedback influences advanced university students’ views of writing. Journal of Response to Writing, 4(2), 4-33.
     [Google Scholar]
  21. Ferris D., Brown J., Liu H., & Arnaudo Stine M. E. (2012) Responding to L2 students in college writing classes: Teacher perspectives. TESOL Quarterly, 45(2), 207-234.
     [Google Scholar]
  22. Ferris D., & Hedgcock J. (2005) Teaching ESL composition: Purpose, process, and practice (2nd ed.). Lawrence Erlbaum Associates.
     [Google Scholar]
  23. Ferris D., Liu H., Sinha A., & Senna M. (2013) Written corrective feedback for individual L2 writers. Journal of Second Language Writing, 22(3), 307-329.
     [Google Scholar]
  24. Fillmore L. W., & Snow C. E. (2000) What teachers need to know about language. Center for Applied Linguistics.
     [Google Scholar]
  25. Frear D., & Chiu Y.-H. (2015) The effect of focused and unfocused indirect written corrective feedback on EFL learners’ accuracy in new pieces of writing. System, 53, 24-34.
     [Google Scholar]
  26. Gay G. (2010) Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
     [Google Scholar]
  27. Gilbert J., & Graham S. (2010) Teaching writing to elementary students in grades 4-6: A national survey. The Elementary School Journal, 110(4), 494-518.
     [Google Scholar]
  28. GuEnette D., & Lyster R. (2013) Written corrective feedback and its challenges for pre-service ESL teachers. Canadian Modern Language Review, 69(2), 129-153.
     [Google Scholar]
  29. Hakuta K., & Santos M. (2012) Commissioned papers on language and literacy issues in the Common Core State Standards and Next Generation Science Standards. Understanding Language Conference 2012, Stanford, CA.
     [Google Scholar]
  30. Hamman E. T. (2008) Meeting the needs of ELLs: Acknowledging the schism between ESL/bilingual and mainstream teachers and illustrating that problem’s remedy. In Verplaetse L. S. & Migliacci N. (Eds.), Inclusive pedagogy for English language learners: A handbook of research-informed practices (pp. 305-316). Lawrence Erlbaum Associates.
     [Google Scholar]
  31. Harrison J., & Lakin J. (2018) Mainstream teachers’ implicit beliefs about English Language Learners: An implicit association test study of teacher beliefs. Journal of Language, Identity & Education, 17(2), 85-102.
     [Google Scholar]
  32. Hartman A. (2003) Language as oppression: The English-only movement in the United States. Socialism and Democracy, 17(1), 187-208.
     [Google Scholar]
  33. Hattie J., & Timperley H. (2007) The power of feedback. Review of Educational Research, 77(1), 81-112.
     [Google Scholar]
  34. Hyland F. (1998) The impact of teacher written feedback on individual writers. Journal of Second Language Writing, 7(3), 255-286.
     [Google Scholar]
  35. Hyland K., & Hyland F. (2006) Feedback on second language students’ writing. Language Teaching, 39(2), 83-101.
     [Google Scholar]
  36. Hymes D. (1972) On communicative competence. In Pride J. & Holmes J. (Eds.), Sociolinguistics (pp. 269-293). Penguin Books.
     [Google Scholar]
  37. Ivanič R. (2004) Discourses of writing and learning to write. Language and Education, 18(3), 220-245.
     [Google Scholar]
  38. Jodaie M., Farrokhi F., & Zoghi M. (2011) A comparative study of EFL teachers’ and intermediate high school students’ perceptions of written corrective feedback on grammatical errors. English Language Teaching, 4(4), 36-48.
     [Google Scholar]
  39. Kang H.-S., & Veitch H. (2017) Mainstream teacher candidates’ perspectives on ESL writing: The effects of writer identity and rater background. TESOL Quarterly, 51(2), 249-274.
     [Google Scholar]
  40. Kiuhara S. A., Graham S., & Hawken L. S. (2009) Teaching writing to high school students: A national survey. Journal of Educational Psychology, 101(1), 136-160.
     [Google Scholar]
  41. Ladson-Billings G. (1995) Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.
     [Google Scholar]
  42. Lee I. (2008) Understanding teachers’ written feedback practices in Hong Kong secondary classrooms. Journal of Second Language Writing, 17(2), 69-85.
     [Google Scholar]
  43. Lee I. (2009) Ten mismatches between teachers’ beliefs and written feedback practice, ELT Journal, 63(1), 13-22.
     [Google Scholar]
  44. Lee I. (2013) Research into practice: Written corrective feedback. Language Teaching, 46(1), 108-119.
     [Google Scholar]
  45. Lee I. (2019) Teacher written corrective feedback: Less is more. Language Teaching, 52(4), 524-536.
     [Google Scholar]
  46. Lillge D. (2023) Pursuing social justice in ELA. Routledge.
     [Google Scholar]
  47. Lindahl K., Fallas-Escobar C., & Henderson K. I. (2021) Linguistically responsive instruction for Latinx teacher candidates: Surfacing language ideological dilemmas. TESOL Quarterly, 55(4), 1190-1220.
     [Google Scholar]
  48. Liu Y., Storch N., & Morton J. (2022) It takes two to tango: Investigating teacher-student interactions related to written corrective feedback with Activity Theory. Assessing Writing, 53, Article 100647.
     [Google Scholar]
  49. Lopez M. P. S. (2021) Exploring linguistically responsive teaching for English learners in rural, elementary classrooms: From theory to practice. Language Teaching Research, 28(6), 2408-2430.
     [Google Scholar]
  50. Lucas T., & Villegas A. M. (2011) A framework for preparing linguistically responsive teachers. In Lucas T. (Ed.), Teacher preparation for linguistically diverse classrooms: A resource for teacher educators (pp. 55-72). Routledge.
     [Google Scholar]
  51. Lucas T., Villegas A. M., & Freedson-Gonzalez M. (2008) Linguistically responsive teacher education: Preparing classroom teachers to teach English language learners. Journal of Teacher Education, 59(4), 361-373.
     [Google Scholar]
  52. Mao Z., & Lee I. (2020) Feedback scope in written corrective feedback: Analysis of empirical research in L2 contexts. Assessing Writing, 45, Article 100469.
     [Google Scholar]
  53. Metz M. (2018) Challenges of confronting dominant language ideologies in the high school English classroom. Research in the Teaching of English, 52(4), 455-477.
     [Google Scholar]
  54. Moll L. C., Amanti C., Neff D., & González N. (1992) Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132-141.
     [Google Scholar]
  55. Morgan D. N., & Pytash K. E. (2014) Preparing preservice teachers to become teachers of writing: A 20-year review of the research literature. English Education, 47(1), 6-37.
     [Google Scholar]
  56. Muhammad G. (2020) Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic.
     [Google Scholar]
  57. National Council of Teachers of English (2016) Professional knowledge for the teaching of writing. http://www.ncte.org/positions/statements/teaching-writing
     [Google Scholar]
  58. National Governors Association Center for Best Practices & Council of Chief State School Officers (2010) Common Core State Standards for English language arts & literacy in history/social studies, science, and technical subjects. https://www.thecorestandards.org/ELA-Literacy/
     [Google Scholar]
  59. Paris D. (2012) Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93-97.
     [Google Scholar]
  60. Paris D., & Alim H. S. (2014) What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85-100.
     [Google Scholar]
  61. Peck L., & Kavanagh S. S. (2024) Learning to give feedback to student writers: A systematic review of research on field-based experiences for pre-service writing teachers. Teaching and Teacher Education, 144, Article 104602.
     [Google Scholar]
  62. Penner-Williams J., Diaz E. I., & Worthen D. G. (2019) Sustainability of teacher growth from professional development in culturally and linguistically responsive instructional practices. Teaching and Teacher Education, 86, Article 102891.
     [Google Scholar]
  63. Ricks P. H., Morrison T. G., Wilcox B., & Cutri R. (2017) Effective writing content conferences in a sixth grade classroom: A cross-case analysis. Literacy Research and Instruction, 56 (2), 114-131.
     [Google Scholar]
  64. Saxton M. (2017) Child language: Acquisition and development (2nd ed.). SAGE.
     [Google Scholar]
  65. Sherry M. B. (2017) Prospective English teachers learn to respond to diversity in students’ writing through the student writing archive project (SWAP). English Education, 49(4), 347-376.
     [Google Scholar]
  66. Suh S., & Michener C. J. (2019) The preparation of linguistically responsive teachers through dialogic online discussion prompts. Teaching and Teacher Education, 84, 1-16.
     [Google Scholar]
  67. Villegas A. M., & Lucas T. (2002) Educating culturally responsive teachers: A coherent approach. State University of New York Press.
     [Google Scholar]
  68. White E. (2019) (Re)visiting twenty-five years of writing assessment. Assessing Writing, 42, Article 100419.
     [Google Scholar]
  69. Winn M. T., & Johnson L. P. (2011) Writing instruction in the culturally relevant classroom. National Council of Teachers of English.
     [Google Scholar]
  70. Yoon B. (2008) Uninvited guests: The influence of teachers’ roles and pedagogies on the positioning of English language learners in the regular classroom. American Educational Research Journal, 45(2), 495-522.
     [Google Scholar]
  71. Zabihi R., & Erfanitabar D. (2024) The revision effects of varying degrees of written corrective feedback explicitness on L2 learners’ writings. RELC Journal, 55(1), 14-28.
     [Google Scholar]
  72. Zheng Y., & Yu S. (2018) Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students. Assessing Writing, 37, 13-24.
     [Google Scholar]
/content/journals/10.58680/rte202560195
Loading
Useful and Appropriate: Preservice ELA Teacher Reactions to Feedback on EL Student Writing
Research in the Teaching of English 60, 95 (2025); https://doi.org/10.58680/rte202560195
/content/journals/10.58680/rte202560195
/content/journals/10.58680/rte202560195
Loading

Data & Media loading...

  • Article Type: Research Article

Most Cited Most Cited RSS feed

This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error
Please enter a valid_number test