A six dimension framework guiding teacher dialogues with EFL students about microlevel and macrolevel errors in their writing

Abstract

With corrective feedback (CF) provision shifting from a teacher-led strategy to a student-centered endeavor, some scholars argue that learners should engage in dialogues and conversations with their teacher and peers about areas that need improvement in their writing. This workshop-style project applied six dimensions of corrective feedback on samples of L2 student writing in an online intensive English university course: source, mode, tone, focus, scope, and explicitness. Through eight classroom interventions spanning over a period of three months in one academic semester, and divided over three cycles of an action research, the six dimensions of CF were gradually introduced and discussed with a cohort of low to intermediate-proficiency foreign language students, with microlevel and macrolevel errors duly highlighted across these sessions.