Rubrics and Corrective Feedback in ESL Writing: A Longitudinal Case Study of an L2 Writer

Abstract

In teaching and assessing L2 writing, the ideal combination of Corrective Feedback (CF) and rubric use is yet to be determined. When rubrics are used with multiple drafts and assignments, teachers may wonder if other forms of CF are still necessary or useful. This longitudinal case study follows a learner’s progress over the course of one year in order to explore the relationship between CF and rubrics as complementary parts of a repertoire of pedagogical instruments that together support students’ development as language learners and writers. The study takes place in a context where rubrics are institutionally mandated and additional CF is optional. This classroom-based, teacher-led, action-research study finds that, when institutions require the use of form-focused CF and rubrics, it is possible that they discourage teacher written comments, thus depriving the student of personalized feedback. The learner improved her accuracy after receiving both form-focused CF and rubrics, but she valued marginal and end comments more, although she received these sparingly. It appears that institutionally mandated rubrics have some limiting effects on addressing aspects of writing other than form and can leave learners unsatisfied. We recommend supplementing rubrics with individualized comments when responding to and assessing L2 writing.