{"pk":6801,"title":"Linguistic Features of Formative Feedback on ESL Argumentative Writing: Comparing Pre-service and Experienced Teachers","subtitle":null,"abstract":"This experimental study investigated pre-service and experienced teachers’ formative feedback responding to upper-secondary English as a Second Language (ESL) argumentative essays. It examined differences in feedback quality and linguistic features regarding teaching experience and text quality (high/low). We developed holistic criteria of effective formative feedback based on empirical findings in order to rate comments by 26 experienced and 41 pre-service teachers. Natural language processing tools were then applied to evaluate linguistic features of these comments. Results indicate that teachers provided more high-quality feedback to stronger essays than to weaker texts. No significant difference was found between pre-service and experienced teachers in terms of feedback quality. Further, comment length and absence of negative adjectives seem to predict feedback quality. Implications for research and practice are discussed.","language":"en","license":null,"keywords":[{"word":"formative feedback, second language writing, natural language processing, teacher education"}],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3pv279vw","frozenauthors":[{"first_name":"Cristina","middle_name":"","last_name":"Voegelin","name_suffix":"","institution":"University of Basel\nInstitute for Educational Sciences","department":"None"},{"first_name":"Stefan","middle_name":"Daniel","last_name":"Keller","name_suffix":"","institution":"University of Basel\nInstitute for Educational Sciences","department":"None"}],"date_submitted":"2020-07-27T20:14:59Z","date_accepted":"2020-07-27T20:14:59Z","date_published":"2021-11-08T08:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/ial/article/6801/galley/3901/download/"}]}