Titlebook: Classroom Writing Assessment and Feedback in L2 School Contexts; Icy Lee Book 2017 Springer Nature Singapore Pte Ltd. 2017 Assessment and

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Perspectives on Feedback in L2 Writing,nding” (Hattie and Timperley 2007, p. 81), with “direct, useable insights into current performance, based on tangible differences between current performance and hoped for performance” (Wiggins 1993, p. 182). In L2 writing, feedback has been a topic of perennial interest to language/writing teachers

Radiation

Teacher Feedback in L2 Writing,nd uncertainty” (Ferris 2014, p. 6). As a result, teacher feedback has drawn considerable attention from both researchers and practitioners. In many L2 contexts, particularly in large classes typical of school contexts, the written mode of teacher feedback has remained the major kind of feedback in

小官

注射器

Exposure

Technology in Classroom L2 Writing Assessment and Feedback, learning that solely uses the pen and paper and is confined by the four walls of the classroom. eLearning has, as a result, experienced unprecedented expansion in education in recent years. In writing, the use of technology is in consonance with the new literacy movement (Barton 1994; Barton et al.

visual-cortex

親密

剝削

Adulate

Estimation Using Initial Strains,ativity and critical thinking, and build confidence. Effective writing skills contribute to academic success and are considered a useful asset in the workplace. In second and/or foreign language (L2) contexts, as a result of globalization and the worldwide trend toward learning English as an L2 at a

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https://doi.org/10.1007/978-0-387-39030-7ger focus on outcome-based and standard-referenced assessment (Davison and Cummins 2006). Such a shift results in an increasing attention to a “substantive connection between assessment and meaningful instruction” (Shepard 2000a, p. 3), where teachers’ evaluation of student learning, their feedback,