Promoting Learner Autonomy in Writing ✍️

✅ Feedback whether generated by the teacher 👨‍🏫, a peer, a computer 💻️ or the learner himherself plays ▶️ a primary role in writing ✍️ pedagogy. The question ❓️ of who should give 🎁➡️ feedback and ➕ in what manner has been dealt with in this book 📚️. It presents 🎁 an action research perspective on one 1️⃣ particular type of feedback administered on students 👨‍🎓️ essays. This book 📚️ is founded 🔍️ on the premise that an effective teacher 👨‍🏫 is one 1️⃣ who can 🥫 enable hisher learners to become autonomous. For students 👨‍🎓️ to construct 👷‍♂️ knowledge, they need the opportunity to discover for themselves and ➕ practice skills 🤹 in authentic situations. Providing students 👨‍🎓️ access ♿️ to hands ✋-on activity ⚽️ like indirect feedback creates an opportunity for individual discovery and ➕ construction 🏗️ of knowledge to occur. While this book 📚️ does not ❌️ provide an unequivocal answer as to which type of feedback is best, as that would depend on the context, it does prove through the experiment 🥼 that indirect feedback enables autonomy in learners at an advanced level 🎚️ of proficiency. This book 📚️ provides a valuable source of information ℹ️ based on practical research for teachers 👨‍🏫, researchers and ➕ others interested in the field 🏑 of second 🥈 language writing ✍️.

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