Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17746
Title: 
Authors: 
Keywords: 
Appraisal theory
Disciplinary background
Evaluative language
Teacher feedback
Teaching experience
Issue Date: 
2016
Citation: 
Hu, G., & Choo, L. L. (2016). The impact of disciplinary background and teaching experience on the use of evaluative language in teacher feedback. Teachers and Teaching: Theory and Practice, 22(3), 329-349. http://dx.doi.org/10.1080/13540602.2015.1058591
Abstract: 
This study was designed to examine secondary teachers’ use of evaluative language resources in their qualitative written feedback on student work and factors shaping the deployment of such resources. Drawing on appraisal theory as an analytic framework for the language of evaluation, the study analyzed 84 teachers’ evaluative reports on their students’ research projects. The teachers’ use of several types of evaluative language was found to differ along the lines of disciplinary background and teaching experience. These results can be explained by disciplinarily valued dispositions, epistemological beliefs, knowledge-making practices, and varying knowledge of (in)effective feedback resulting from cumulative teaching experience. Implications are derived from these findings for developing teachers’ competence in using evaluative language effectively to provide feedback that can support and maximize students’ learning.
Description: 
This is the final draft, after peer-review, of a manuscript published in Teachers and Teaching: Theory and Practice. The published version is available online at http://www.tandfonline.com/10.1080/13540602.2015.1058591
URI: 
ISSN: 
1354-0602 (print)
1470-1278 (online)
Other Identifiers: 
10.1080/13540602.2015.1058591
Appears in Collections:Journal Articles

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