EFFECTS OF COLLABORATION AND ISOMORPHIC MODELS ON TRANSFER: AN L2 WRITING INVESTIGATION

How can feedback become a productive resource for students? Much of the research investigating the role of feedback in second language (L2) writing has set out to find an answer to this question. Based on the principle that feedback is given to students as a means of providing useful information to improve their writing (Bitchener, 2008, 2009; Hanaoka & Izumi, 2012), the discussion on feedback includes the idea that learners will transfer knowledge from feedback to improve subsequent writing (Hyland, 1998; Storch & Wigglesworth, 2010). When learners apply feedback to their subsequent writing, they are using collected knowledge, which is the essence of learning transfer (Schwartz, Bransford, & Sears, 2005). Unfortunately, no method of writing feedback has been deemed the frontrunner for improving learner texts (Ferris & Roberts, 2001; Hyland & Hyland, 2006; Storch & Wigglesworth, 2010) or for helping learners transfer writing knowledge across writing situations (James, 2006a,b, 2008, 2009, 2010). While this outlook may seem bleak for writing instructors, recent research provides evidence for presenting learners with expert models as a fruitful way of offering feedback.

Name thesis:degree_name

Doctor of Philosophy (PhD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

English

Year

2015

Author dc:creator

• Koyama, Dennis Mitchell

Contributors dc:contributor

• Tony Silva
• Margie Berns
• David A Sears
• Shelley Staples

• Collaborative Learning
• Demonstrability
• Second Language Writing
• Truth-wins

Repository record dc:identifier

https://docs.lib.purdue.edu/open_access_dissertations/1418

OAI identifier oai:identifier

oai:docs.lib.purdue.edu:open_access_dissertations-2634