Are we Dialogical or Sociomaterial in Our Written Corrective Feedback? A Reflection by Two Academic Writing Instructors

Despite the growing movement to embrace sociomaterial approaches feedback practices (e.g. Gravett, 2020), dialogicity remains prominent and dominant approach, especially in teaching of introductory or compulsory writing courses at tertiary level. To examine this our own practice, we reflected on compared written corrective (WCF) provided students. Based WCF practices, contend that may range from dialogic sociomaterial. The former aims ensure students’ learning expected academic skills objectives a module, while latter promotes pursuit content knowledge. These observations are noteworthy for other higher education instructors, whether subject experts literacy instructors. In particular, recommend instructors need carefully identify temporal spatial contexts where either both can be utilized enhance experiences.