A Model for Analyzing Teachers’ Written Feedback on Adult Beginners’ Writing in Swedish as a Second Language

This study serves to fill a research gap in the written feedback practices of teachers second language (L2) writing by focusing on adult beginners, previously uninvestigated studies. For investigating this, analysis model was developed. Unlike previous models L2 contexts, this is divided into two main areas, focus (what comment on) and manner (how comments are given). The conducted web-based Swedish as course included three experienced their students. teachers’ 60 texts from 12 students revealed that areas both new used categories were identified. In area five subcategories identified within accuracy, politeness, reinforcement learning outcomes categories. Within area, focus, concentrated manner, all mostly provided information, but also made range suggestions. There individual variation among teachers. strengthens importance applying distinction between ‘focus’ ‘manner’ contexts.