| This case study investigates the influence of the learning context on an EAP instructor's L2 student writing feedback. Within a post-process, socio-cultural perspective on writing and learning, the learning context is conceptualized as a nested, multilayered set of influences at the institution, program, and classroom levels that shapes the instructor's responding practices. Factors of influence were (1) identified from data collected through participant interviews, written feedback, and classroom observations and (2) examined using theoretical constructs drawn from Rhetorical Genre Studies and Situated Learning. Findings indicated the greatest influence came from the instructor's pedagogical approach, sustained content-based instruction. Factors originating from the programmatic and institutional layers also impacted upon responding practices, contributing to the overall shape of the EAP instructor's feedback. Implications indicate that greater articulation of guidelines amongst program instructors may increase coordination of responding practices, maintaining consistency in feedback used to guide the learning of academic language and skills. |
