Put students in charge of soliciting grammatical feedback through pre-taught correction questions¶

Strategy · All strategies
Evidence · no claims cited

Description¶

To give corrective feedback without hindering communication, the teacher shifts the onus to students: in the journal space reserved for teacher comments, students ask specific questions about the grammatical correctness of their entries. The teacher pre-teaches a storehouse of such questions, for example "Did I spell _____ correctly?", "Is this sentence correct?", and "Is there a better way?". In this way correction is not always something done to the student; it is initiated and controlled by the student.

Design Implications¶

Context¶

Requirements¶

• Teacher pre-teaches the correction questions so students have a storehouse to guide them

Constraints¶

Target Learners¶

• adult ESL students

Target Learning Goals¶

• self-monitoring grammatical accuracy in personal writing

Related Strategies¶

• Design class-wide grammar lessons from common journal errors, and let students catalogue their own errors
• Provide incidental corrective feedback through clarification requests, recasts, and a P.S.
• Pre-teach target language forms deductively before journal entries incorporate them
• Use sample journal entries to inductively highlight target language elements
• Self Correction_Routines

Examples¶

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Key Sources¶

• Kimberly Miller Linnell. (2010). Using Dialogue Journals to Focus on Form. Journal of Adult Education Information Series, No. 1, Vol. 39. https://eric.ed.gov/?id=EJ891083