Train and model the collaborative feedback process before students notice gaps (pre-noticing stage)¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Before students engage in while-noticing tasks, the teacher trains them by clearly explaining and modeling the CFT process several times, negotiating feedback goals, quality, time, and pace, and showing students how to identify form, content, and organization in a piece of writing. The article states, "In the pre-noticing stage of CFTs, the teacher needs to train students to help them notice their gaps or problems in the while-noticing stage because CFTs may be complicated for students." Modeling also promotes positive attitudes toward collaborative work among students whose cultural values may not emphasize it.

Design Implications¶

Context¶

Requirements¶

• Teacher modeling of how to identify the three main features (form, content, and organization) in a piece of writing
• Negotiation with students about feedback goals, value, time, and pace

Constraints¶

• Students' cultural beliefs and values may not place a high value on collaborative work, which modeling is intended to address

Target Learners¶

• EFL college writing students

Target Learning Goals¶

• Noticing skills with understanding
• Positive attitudes toward collaborative feedback

Related Strategies¶

• Close the feedback cycle with guided reflection on what was learned (post-noticing stage)
• Assign small mixed-ability groups and manage group functioning and rotation for collaborative feedback tasks

Examples¶

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Key Sources¶

• Barnawi, O. Z. (2010). Promoting Noticing Through Collaborative Feedback Tasks in EFL College Writing Classrooms. International Journal of Teaching and Learning in Higher Education, 22(2). https://www.isetl.org/ijtlhe/