Written Corrective Feedback: Teacher Approaches Within the Structure of a Pathway Model

Responding to student writing has been studied in both second language (L2) writing and first language writing. However, the intersection of these two fields, especially with regard to practicing teachers has not been studied thoroughly. This study sought to describe the feedback practices of instructors in an Intensive English Program, English language Bridge program and a First Year Composition program. The data was collected using an online survey, one on one interviews. In addition, the interview participants samples of student work with the participants’ commentary, which were then analyzed. The survey portion revealed what may be some differences in how different instructors in a pathway program approach feedback. The interview and teacher comments provided insights the process that each group undertakes when making comments on student work. Along with these results, there is some discussion of the programmatic implications for the pathway program at the host institution