232
Views
0
CrossRef citations to date
0
Altmetric
Research Articles

Type, level and function of in-text comments in written feedback on specialised translations: an exploratory study

ORCID Icon & ORCID Icon
Pages 58-76 | Received 29 May 2023, Accepted 16 Oct 2023, Published online: 30 Oct 2023

References

  • Agricola, B. T., F. J. Prins, and D. M. A. Sluijsmans. 2020. “Impact of Feedback Request Forms and Verbal Feedback on Higher Education Students’ Feedback Perception, Self-Efficacy, and Motivation.” Assessment in Education Principles, Policy & Practice 27 (1): 6–25. https://doi.org/10.1080/0969594X.2019.1688764.
  • Ajjawi, R., and D. Boud. 2017. “Researching Feedback Dialogue: An Interactional Analysis Approach.” Assessment & Evaluation in Higher Education 42 (2): 252–265. https://doi.org/10.1080/02602938.2015.1102863.
  • Álvarez, I., A. Espasa, and T. Guasch. 2012. “The Value of Feedback in Improving Collaborative Writing Assignments in an Online Learning Environment.” Studies in Higher Education 37 (4): 387–400. https://doi.org/10.1080/03075079.2010.510182.
  • Andújar, G., and M. D. Cañada. 2021. ““Modalidades de retroalimentación correctiva escrita: estudio exploratorio de prácticas docentes en el aula de traducción” [Modalities of Written Corrective Feedback: An Exploratory Study of Teaching Practices in the Translation Classroom].” Redit Revista electrónica de didáctica de la traducción y la interpretación 14 (1): 50–72. https://doi.org/10.24310/REDIT.2020.v1i14.13726.
  • Andújar, G., and M. D. Cañada. 2023. “Lecturers’ Overall Written Comments in the Specialised Translation Classroom: Focus and Discursive Strategies of Feedback.” Manuscript Under Review.
  • Andújar, G., and M. Vargas-Urpí. 2022. ““¡Por el presente se certifica! Análisis contrastivo de un corpus chino-español de traducciones notarizadas” [It is Hereby Certified!”: A Contrastive Analysis of a Chinese-Spanish Corpus of Notarized Translations].” Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 35 (2): 396–424. https://doi.org/10.1075/resla.20012.and.
  • Arts, J., M. Jaspers, and D. Joosten-ten Brinke. 2016. “A Case Study on Written Comments as a Form of Feedback in Teacher Education: So Much to Gain.” European Journal of Teacher Education 19 (3): 239–251. https://doi.org/10.1080/02619768.2015.1116513.
  • Bailini, S. L. 2020. “El feedback como herramienta didáctica para el desarrollo de la autonomía en la adquisición de lenguas extranjeras [Feedback as a Didactic Tool to Foster Autonomy in Second Language Adquisition].” Philologia Hispalensis 34 (1): 25–39. https://doi.org/10.12795/PH.2020.v34.i01.02.
  • Bitchener, J., and U. Knoch. 2010. “Raising the Linguistic Accuracy Level of Advanced L2 Writers with Written Corrective Feedback.” Journal of Second Language Writing 19 (4): 207–217. https://doi.org/10.1016/j.jslw.2010.10.002.
  • Boud, D., and E. Molloy. 2012. “Rethinking Models of Feedback for Learning: The Challenge of Design.” Assessment & Evaluation in Higher Education 38 (6): 698–712. https://doi.org/10.1080/02602938.2012.691462.
  • Brookhart, S. M. 2014. How to Give Effective Feedback to Your Students. Alexandria, Virginia: ASCD.
  • Brooks, C., A. Carroll, R. M. Gillies, and J. Hattie. 2019. “A Matrix of Feedback for Learning.” Australian Journal of Teacher Education 44 (4): 14–32. https://doi.org/10.14221/ajte.2018v44n4.2.
  • Cano, E., L. Pons-Seguí, and L. Lluch. 2020. Feedback en Educación Superior. Barcelona: Universidad de Barcelona.
  • Carless, D. 2013. “Trust and Its Role in Facilitating Dialogic Feedback.” In Feedback in Higher and Professional Education, edited by D. Boud and L. Molloy, 90–103. London: Routledge.
  • Carless, D. 2015. Excellence in University Assessment: Learning from Awarded-Winning Practice. London: Routledge.
  • Carless, D., and D. Boud. 2018. “The Development of Student Feedback Literacy: Enabling Uptake of Feedback.” Assessment & Evaluation in Higher Education 43 (8): 1315–1325. https://doi.org/10.1080/02602938.2018.1463354.
  • Carless, D., D. Salter, M. Yang, and J. Lam. 2011. “Developing Sustainable Feedback Practices.” Studies in Higher Education 36 (4): 395–407. https://doi.org/10.1080/03075071003642449.
  • Christiansen, M. S., and J. Bloch. 2016. “Papers are Never Finished, Just Abandoned: The Role of Written Teacher Comments in the Revision Process.” Journal of Response to Writing 2 (1): 6–42. https://scholarsarchive.byu.edu/journalrw/vol2/iss1/2.
  • Conde, T. 2009. “Proceso y resultado de la evaluación de traducciones.” PhD diss., Universidad de Granada.
  • Conde, T. 2016. “Positive Feedback in Translation Assessment.” In From the Lab to the Classroom and Back Again (New Trends in Translation Studies 19), edited by C. M. de León and V. González-Ruiz, 155–180. Frankfurt am Main: Peter Lang.
  • Darling-Hammond, L. 2000. “Teacher Quality and Student Achievement.” Education Policy Analysis Archives 8 (1): 1–44. https://doi.org/10.14507/epaa.v8n1.2000.
  • Dawson, P., M. Henderson, P. Mahoney, M. Phillips, T. Ryan, D. Boud, and E. Molloy. 2019. “What Makes for Effective Feedback: Staff and Student Perspectives.” Assessment & Evaluation in Higher Education 44 (1): 25–36. https://doi.org/10.1080/02602938.2018.1467877.
  • Derham, C., K. Balloo, and N. Winstone. 2021. “The Focus, Function and Framing of Feedback Information: Linguistic and Content Analysis of In-Text Feedback Comments.” Assessment & Evaluation in Higher Education 47 (6): 896–909. https://doi.org/10.1080/02602938.2021.1969335.
  • Dirkx, K., D. Joosten-ten Brinke, J. Arts, and M. van Diggelen. 2021. “In-Text and Rubric-Referenced Feedback: Differences in Focus, Level, and Function.” Active Learning in Higher Education 22 (3): 189–201. https://doi.org/10.1177/1469787419855208.
  • Ellis, R. 2009. “A Typology of Written Corrective Feedback Types.” ELT Journal 63 (2): 97–107. https://doi.org/10.1093/elt/ccn023.
  • Ellis, R., Y. Sheen, M. Murakami, and H. Takashima. 2008. “The Effects of Focused and Unfocused Written Corrective Feedback in an English as a Foreign Language Context.” System 36 (3): 353–371. https://doi.org/10.1016/j.system.2008.02.001.
  • Espasa, A., T. Guasch, R. M. Mayordomo, M. Martínez-Melo, and D. Carless. 2018. “A Dialogic Feedback Index Measuring Key Aspects of Feedback Processes in Online Learning Environments.” Higher Education Research & Development 37 (3): 499–513. https://doi.org/10.1080/07294360.2018.1430125.
  • Ferris, D. R., and J. Hedgcock. 2004. Teaching ESL Composition: Purpose, Process, and Practice. New York: Routledge.
  • Glover, C., and E. Brown. 2006. “Written Feedback for Students: Too Much, Too Detailed or Too Incomprehensible to Be Effective?” Bioscience Education 7 (1): 1–16. https://doi.org/10.3108/beej.2006.07000004.
  • Goldstein, L. 2006. “Feedback and Revision in Second Language Writing: Contextual, Teacher, and Student Variables.” In Feedback in Second Language Writing: Contexts and Issues, edited by K. Hyland and F. Hyland, 185–205. Cambridge: Cambridge University Press.
  • Guasch, T., A. Espasa, and M. Martínez-Melo. 2019. “The Art of Questioning in Online Learning Environments: The Potentialities of Feedback in Writing.” Assessment & Evaluation in Higher Education 44 (1): 111–123. https://doi.org/10.1080/02602938.2018.1479373.
  • Hattie, J., and H. Timperley. 2007. “The Power of Feedback.” Review of Educational Research 77 (1): 81–112. https://doi.org/10.3102/003465430298487.
  • Hounsell, D., V. McCune, J. Hounsell, and J. Litjens. 2008. “The Quality of Guidance and Feedback to Students.” Higher Education Research & Development 27 (1): 55–67. https://doi.org/10.1080/07294360701658765.
  • Hurtado-Albir, A. 2019. “La investigación en didáctica de la traducción. Evolución, enfoques y perspectivas.” MonTI Monografías de Traducción e Interpretación 11 (11): 47–76. https://doi.org/10.6035/MonTI.2019.11.2.
  • Jamalinesari, A., F. Rahimi, H. Gowhary, and A. Azizifar. 2015. “The Effects of Teacher-Written Direct Vs. Indirect Feedback on Students’ Writing.” Procedia - Social & Behavioral Sciences 192:116–123. https://doi.org/10.1016/j.sbspro.2015.06.018.
  • Kelly, D. 2005. A Handbook for Translator Trainers. Manchester: St. Jerome.
  • Kiraly, D. 2014. A Social Constructivist Approach to Translator Education. Empowerment from Theory to Practice. Manchester: St Jerome.
  • Kluger, A. N., and A. DeNisi. 1996. “The Effects of Feedback Intervention on Performance: A Historical Review, Meta-Analysis, and a Preliminary Feedback Intervention Theory.” Psychological Bulletin 119 (2): 254–284. https://doi.org/10.1037/0033-2909.119.2.254.
  • Kulhavy, W., and W. A. Stock. 1989. “Feedback in Written Instruction: The Place of Response Certitude.” Educational Psychology Review 1 (4): 279–284. https://doi.org/10.1007/BF01320096.
  • Nicol, D. 2010. “From Monologue to Dialogue: Improving Written Feedback Processes in Mass Higher Education.” Assessment and Evaluation in Higher Education 35 (5): 501–517. https://doi.org/10.1080/02602931003786559.
  • Nicol, D., and D. Macfarlane‐Dick. 2006. “Formative Assessment and Self‐Regulated Learning: A Model and Seven Principles of Good Feedback Practice.” Studies in Higher Education 31 (2): 199–218. https://doi.org/10.1080/03075070600572090.
  • Pitt, E., and L. Norton. 2017. “‘Now That’s the Feedback I Want!’ Students’ Reactions to Feedback on Graded Work and What They Do with It.” Assessment & Evaluation in Higher Education 42 (4): 499–516. https://doi.org/10.1080/02602938.2016.1142500.
  • Washbourne, K. 2014. “Beyond Error Marking: Written Corrective Feedback for a Dialogic Pedagogy in Translator Training.” The Interpreter and Translator Trainer 8 (2): 240–256. https://doi.org/10.1080/1750399X.2014.908554.
  • Yang, M., and D. Carless. 2013. “The Feedback Triangle and the Enhancement of Dialogic Feedback Processes.” Teaching in Higher Education 18 (3): 285–297. https://doi.org/10.1080/13562517.2012.719154.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.