Online Collaborative feedback on second language writing of high school students Handout from presentation given by Masaya Fujino at AFMLTA conference Sydney 2009

1. AFMLTA, Sydney 2009
On-line collaborative feedback on second language writing of high school
students 2) Regulatory Scale (Aljaafreh & Lantolf 1994) on slide 17
Masaya Fujino
Melbourne High School (fujinom@mhs.vic.edu.au) Tutor’s assistance - implicit to explicit
0 Tutor asks the learner to read prior to the tutorial
2 Criteria
1 Construction of a collaborative frame prompted by the
1) Modified from the 5 levels of internalisation from presence of the tutor.
interpsychological to intrapsychological functioning (Aljaafreh & Prompted or focussed reading of the sentence that contains
2
Lantolf 1994) on slide 16 the error by the learner or the tutor.
3 Tutor indicates that something may be wrong in a segment –
Learner notice the correct the ‘Is there anything wrong in …?’
can error error
4 Tutor rejects unsuccessful attempts at recognising the error.
5 Tutor narrows down the location of the error.
Learner’s With Without With Without
Level help help help help
6 Tutor indicates the nature of the error, but does not identify
the error.
Level 1 X X X X
7 Tutor identifies the error – ‘You can not use Te-form here’.
Level 2 √ ? Only with explicit help 8 Tutor rejects learner’s unsuccessful attempts at correcting
error.
9 Tutor provides clues to help the learner arrive at the correct
Level 3 √ √ Understands assistance form.
& incorporates
feedback offered. 10 Tutor provides the correct form.
Level 4 √ ? Correct form is not yet 11 Tutor provides some explanation for use of the correct form.
fully internalised.
12 Tutor provides examples of the correct pattern when other
Level 5 √ √ forms of help fail to produce an appropriate responsive
action.

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