Feedback in ESL Writing: Toward an Interactional Approach

Vygotsky also posited that learning is neat, linear process, that it is not evolutionary but revolutionary, often occurring in fits and starts rather than clear stages (Kozulin, 1986). [...]learning is enhanced when the child's cognitive resources are expanded through assistance from more able others, peers or teachers. According to Vygotsky (1978), knowledge is social in nature; thus, the process of interacting with a more knowledgeable other (e.g., the teacher) allows the learner to internalize both linguistic and cognitive abilities, including writing skills (Hedgcock &Lefkowita, 1992; Lockhart&Ng, 1995a). [...]they found that feedback specificity (low, moderate, and high levels) had a significant influence on performance for individuals who were low on learning orientation (i.e., high feedback specificity was better for learners with low learning orientation). [...]language composition instruction: developments, issues, and directions in ESL.