Correction and feedback

Autor/innen

Mia Schweighofer University of Graz
Alia Moser Bundeshandelsakademie Baden
DOI: https://doi.org/10.25364/978-3-903374-05-8.009

Über dieses Buch

In this chapter, we ask the following questions:
What is the difference between formative and summative feedback?
What types of oral corrective feedback (OCF) and written corrective feedback (WCF) are there?
What is the role of feedback in a process writing approach?
What should teachers consider when choosing a feedback method?
What are some important mediating factors that affect the feedback process?

Autor/innen-Biografien

Mia Schweighofer, University of Graz

Mia Schweighofer is a lecturer at the Department of English Studies at the Univer-sity of Graz, where she teaches integrated language skills, academic writing, and English for professional use. She has taught courses in scientific communication at the TU Graz and English for teachers at the Pädagogische Hochschule Steiermark (The University College of Teacher Education Styria). Prior to teaching in Austria, she was a language teacher at a middle school in New York, USA.

Alia Moser, Bundeshandelsakademie Baden

Alia Moser teaches English, German, history, and Business Behavior (BB) at a sec-ondary business school in Lower Austria. She earned her Ph.D. at the University of Graz, researching mediating factors impacting students’ engagement with written corrective feedback. She is the author of Written Corrective Feedback: The Role of Learner Engagement (2020, Springer). Her research interests lie in student engage-ment, written corrective feedback, and Content and Language Integrated Learning (CLIL) in secondary education. Her current research focuses on students’ varying motivation during various tasks (e.g., individual, pair or group work) in a classroom setting.

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English Language Teaching in Austria: From theory to the classroom and beyond

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7 March 2023

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