Talking About Writing: Teachers? Oral Feedback to English Learners
Lorien Schuldt

About the research


NAEd/Spencer Dissertation Fellowship

Award Year



Stanford University

Primary Discipline

Literacy and/or English/Language Education
Teacher feedback can be a critical force in improving student writing, but little is known about the oral feedback that teachers provide to students. To improve writing instruction, particularly for the growing population of English Learners, a better understanding of oral feedback is needed. This qualitative study will consider the feedback that six fourth-grade teachers provided to English Learners during three non-fiction writing units. Analyses of audio recordings, videotaped classroom observations, and students? writing performance will examine the patterns of oral feedback teachers provided and how the feedback English Learners received compared with that of their native English-speaking peers. Additionally, the study will explore oral feedback patterns in relation to student performance on writing tasks. This study will provide a more complete picture of the feedback that teachers provide to English Learners across multiple classrooms and school contexts and investigate how teacher feedback may increase writing skills.
About Lorien Schuldt

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