This book introduces a framework that applies the theory of self-regulated learning to guide second language writing teachers' response to learners at all stages of the writing process and offers practical activities and suggestions for implementing it.

Offers an up-to-date analysis of issues related to providing, using and researching feedback, including new developments in technology.

Synthesizes & critically analyzes research on responce to L2 student writing and discusses implications of the research for teaching, specifically written & oral teacher commentary, error correction, and peer response. Intended for comp. researchers,

Peer response in which students work together to provide feedback on one another's writing in both written and oral formats through active engagement with each other's progress over multiple drafts, has been discussed in L2 writing literature since the early 1980s. While peer response activities have now become a common feature of L2 writing instruction, much of the research in peer response studies presents conflicting data. There is a need for a comprehensive survey of it in an effort to help teachers sort out what may or may not be useful to them in the classroom. Peer Response in Second Language Writing Classrooms was written to fill that void. Peer Response in Second Language Writing Classrooms will provide teachers with practical guidelines for making peer response effective in the classroom and will offer a theoretical grounding on the purposes and importance of peer review, or feedback, as it relates to current writing instruction pedagogy.

This text is a highly accessible and authoritative approach to the theory and practice of teaching writing to students of English.

This book provides a practical overview of the most important methods in the field. Readers are drawn into classrooms where various teaching methods and approaches are being used. They are encouraged to reflect on their own beliefs and to develop their own approach to language teaching. - Publisher.