Assoc. Prof. MARGARET KETTLE, Ph.D.
Queensland University of Technology, Australia
Associate Professor Margaret Kettle teaches and researches in the area of second language education in the Faculty of Education at Queensland University of Technology (QUT), Brisbane, Australia. Her teaching areas are the theory and practice of second language teaching and learning, and sociolinguistics in the Master of Education (TESOL) and research methods in the Doctor of Education course. She has supervised ten Higher Degree Research (HDR) students to completion including three from Vietnam; studies focus variously on English for Specific Purposes (ESP) theory and practice, international higher education and teaching EFL pragmatics. Associate Professor Kettle’s research projects include Australian Research Council grants investigating online English language learning in China and the use of digital resources in informal language education with migrant workers in Australia. She has published widely in journals such as the Asia Pacific Journal of Education, the Asia-Pacific Education Researcher and Discourse: Studies in the cultural politics of education. Her recently published book International student engagement in higher education: Transforming practices, pedagogies and participation (Multilingual Matters, 2017) won the 2017 QUT Higher Education Research Network Interdisciplinary Publication Award.
Written corrective feedback for second language uptake and learner autonomy: Teacher and student experiences of informing and improving practice
Written corrective feedback is attracting attention in second language teaching and learning because of its potential to promote accuracy and autonomy in writing. The feedback, provided by the teacher or a peer, draws the learner’s attention to an error and enables her/him to repair the error in a subsequent writing performance. The understanding is that modifying the written output will lead to uptake and learning. The problem for many teachers, however, is that corrective feedback is fraught with questions, for example: Which errors should be corrected? How should they be corrected? What amount of correction is optimal for uptake and independence? This paper addresses these questions through the experiences of two second language writing teachers and their quests to inform and improve their feedback practices. The paper also presents the findings of a research project with second language university students and the written corrective feedback that enabled them to transition from failure to success in their academic writing. The aim of the presentation is to provide English language teaching practitioners with insights into the corrective feedback principles and practices that promote increased competence in second language writing.