The Responding Behav Iour Of Sophomore English Instructors Of Aau To Student Writing

Tais stui7 atte.,te_ to iavesti,ate, _escribe ani anal7ze thernreepoD_ine behaviour of Sopho.ore Enclieh iaatructore of !AU tornstu_ent writia,. Aa iavestieatioa was ma'e on what features ofrnwritia, the iastructers fecue while provi.ine feei)ack; at whatrnsta,e the7 interve.e to ,ive fee')ack, an' how their etu'ents reactrnto the fee')ack ,ivea to the ••Te achieve tae purpose of the stu'7, 12 Soph •• ore En,l1ahrninstructere (66. of the total populatioD) an' 60 of their etu'eatsrn(five fro. each inetructor) were ran •• mly chosea. Tae necessaryrniata was collecte' from : (1) questionnairee ."iaieterei to therninstructors ana the etu_eats, '(2) 126 papere aarkea .y the instructere,rnan. (,) a seven hour recoraia, of aaaple lessoas.rnAaa17sie of the 'ata froa taese eource. revealei taat, whilernprevi.iac fee.back, Sophoaore 1aatructore coaceatrate oa low crierrnconcer .. (e.,. aecaaaics; sraamar) an' rarely or aever atten' tornhi,h oraer ' coaceras (e.,. orcanization, conteat). It w .. also to ...rntaat iastructors reapoa. atter students coaplete their writ1nc taske,rnani not before they be,in to write or ~s they write. It was alsornobserve_ that the instructors often use a narrow raace of fee_balkrnteckkiques such as iirect correction of errors. Stuients aleo employrnvery fe. etratesies ia baailine feeiback.rnBasei on the fin.in,e of the stuiy, it was sUlcestei thatrninstructors recoasiier their responainc behaviour ani tau. focusrnOD coatent level issues aa' orcanizational pro)lems an', relocaterntheir feea.ack to the 'iftrent stases of writin" usine a wiier ransernof feei.ack tecaniquee. fhe nee' to · train instructors with morerneffective ways of provi.ins fee.back, and train students with v~io,.rnwaya of haniline their teachers feea.ack is the overall recommeniationrnof the stu'y .

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