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Journal Article•

WRITTEN CORRECTIVE FEEDBACK IN SECOND LANGUAGE ACQUISITION AND WRITING. Bitchener . Bitchener . London: Routledge, 2012.

YiBoon Chang1•
Ohio State University1
01 Jan 2013-Studies in Second Language Acquisition-Vol. 35, Iss: 1
About: This article is published in Studies in Second Language Acquisition.The article was published on 2013-01-01 and is currently open access. It has received 77 citations till now. The article focuses on the topics: Corrective feedback & Second-language acquisition.
Citations
More filters
Journal Article•DOI•
Teacher Written Corrective Feedback: Less Is More.

[...]

Icy Lee
01 Oct 2019-Language Teaching
TL;DR: The authors argue that more written corrective feedback is not better, but instead less is more, and they argue for a focused approach to corrective feedback and examine its benefits for teachers and students.
Abstract: In different parts of the world second language (L2) teachers devote a massive amount of time to giving feedback on grammatical errors in student writing. Such written corrective feedback, which is unfocused and comprehensive, is fraught with problems for both teachers and students. Nonetheless, it remains a prevalent practice in many L2 contexts. In this position paper, I argue that more written corrective feedback is not better, but instead less is more. After presenting the problems emanating from comprehensive written corrective feedback, I argue for a focused approach to written corrective feedback and examine its benefits for teachers and students. Through discussing five impediments to the implementation of focused written corrective feedback, I scrutinize and refute the counter-claims, and bolster my overall argument in support of focused written corrective feedback. I conclude the position paper with recommendations for action for teachers, teacher educators and researchers.

57 citations

Cites background from "WRITTEN CORRECTIVE FEEDBACK IN SECO..."

  • ...When students reach an advanced level in writing, they are likely to make very few errors; by then the choice between CWCF and FWCF is not going to be of much relevance (Bitchener & Ferris, 2012)....

    [...]

  • ...They can give FWCF to intermediate drafts, and engage students in peer and/or self-editing in the final draft, helping students fix as many errors as they can so as to produce a relatively accurate text in the final stage of writing (Bitchener & Ferris, 2012)....

    [...]

Journal Article•DOI•
The Differential Effects of Comprehensive Feedback Forms in the Second Language Writing Class

[...]

Marisela Bonilla López1, Marisela Bonilla López2, Elke Van Steendam1, Dirk Speelman1, Kris Buyse1 •
Katholieke Universiteit Leuven1, University of Costa Rica2
01 Sep 2018-Language Learning

36 citations

Journal Article•DOI•
The Effects of Digital Game-Based Instruction, Teacher Instruction, and Direct Focused Written Corrective Feedback on the Grammatical Accuracy of English Articles.

[...]

Barry Lee Reynolds1, Chian-Wen Kao2•
University of Macau1, Chihlee Institute of Technology2
04 May 2021-Computer Assisted Language Learning
TL;DR: Pedagogical practices that provide focused grammatical instruction with direct focused feedback are more beneficial to L2 writers than only providing error correction, and game play combined with written corrective feedback resulted in stronger retention of grammatical knowledge.
Abstract: Feedback researchers have given little attention to how administration of language-focused instruction before writing in a second language combined with subsequent error correction after writing can affect the grammatical accuracy of learners’ future writing. Moreover, the mode of the instruction (i.e., teacher instruction or game-based instruction) has also been undervalued. To address these gaps in the research literature, Taiwanese university student participants (n = 45) were randomly and equally divided into two experimental and one control group: teacher instruction with error correction; digital game-based instruction with error correction; and error correction only. Participants were asked to write three letters of application to three similar job advertisements as a pretest, immediate posttest, and delayed posttest. Gain score results in the immediate posttest showed that the teacher instruction with error correction group significantly outperformed the error correction only group whereas...

33 citations

Cites background from "WRITTEN CORRECTIVE FEEDBACK IN SECO..."

  • ...…difficulty in mastering two functional uses of the English article system, the referential indefinite article ‘a’ and the referential definite article ‘the’, which is considered discrete and rule-based and should be treatable by corrections (Bitchener & Ferris, 2012; Crompton, 2011; Ferris, 2006)....

    [...]

Journal Article•DOI•
Computer-Mediated Feedback for L2 Learners: Challenges versus Affordances.

[...]

Akbar Bahari1•
University of Qom1
01 Feb 2021-Journal of Computer Assisted Learning

28 citations

Journal Article•DOI•
A comparative study of the impact of focused vs. comprehensive corrective feedback and revision on ESL learners’ writing accuracy and quality:

[...]

Mohammad Rahimi1•
Shiraz University1
01 Sep 2021-Language Teaching Research
TL;DR: The authors discuss the gap between theory, research, and practice in written corrective feedback (WCF) and propose a method to address this gap, which is based on the Ferris' (2010) article.
Abstract: The impetus for the present study came from Ferris’ (2010) article discussing the gap between theory, research, and practice in written corrective feedback (WCF). To address this gap, the present s...

28 citations

Cites background or result from "WRITTEN CORRECTIVE FEEDBACK IN SECO..."

  • ...…have been criticized for being too comprehensive, overloading students’ attentional capacity, and diluting the impact of WCF on certain errors, especially the ones that contribute more to the communicative effect of students’ texts (see Bitchener & Ferris, 2012; Hartshorn et al., 2010; Lee, 2018)....

    [...]

  • ...Bitchener and Ferris (2012) lament about the scarcity of WCF studies that target such complex structures....

    [...]

  • ...This ongoing debate over the efficacy of WCF has been attributed to methodological issues and inconsistencies in WCF research (Bitchener & Ferris, 2012; Bruton, 2009; Ellis, 2010; Ferris, 2004, 2010; Liu & Brown, 2015; van Beuningen, de Jong, & Kuiker, 2012)....

    [...]

  • ...The results support the idea of Bitchener and Ferris (2012), who suggest that focused WCF is specially more helpful when more complex and more cognitively difficult to process linguistic forms are involved because processing WCF on these errors requires more attention and noticing....

    [...]

References
More filters
Journal Article•DOI•
Teacher Written Corrective Feedback: Less Is More.

[...]

Icy Lee
01 Oct 2019-Language Teaching
TL;DR: The authors argue that more written corrective feedback is not better, but instead less is more, and they argue for a focused approach to corrective feedback and examine its benefits for teachers and students.
Abstract: In different parts of the world second language (L2) teachers devote a massive amount of time to giving feedback on grammatical errors in student writing. Such written corrective feedback, which is unfocused and comprehensive, is fraught with problems for both teachers and students. Nonetheless, it remains a prevalent practice in many L2 contexts. In this position paper, I argue that more written corrective feedback is not better, but instead less is more. After presenting the problems emanating from comprehensive written corrective feedback, I argue for a focused approach to written corrective feedback and examine its benefits for teachers and students. Through discussing five impediments to the implementation of focused written corrective feedback, I scrutinize and refute the counter-claims, and bolster my overall argument in support of focused written corrective feedback. I conclude the position paper with recommendations for action for teachers, teacher educators and researchers.

57 citations

Journal Article•DOI•
The Differential Effects of Comprehensive Feedback Forms in the Second Language Writing Class

[...]

Marisela Bonilla López1, Marisela Bonilla López2, Elke Van Steendam1, Dirk Speelman1, Kris Buyse1 •
Katholieke Universiteit Leuven1, University of Costa Rica2
01 Sep 2018-Language Learning

36 citations

Journal Article•DOI•
The Effects of Digital Game-Based Instruction, Teacher Instruction, and Direct Focused Written Corrective Feedback on the Grammatical Accuracy of English Articles.

[...]

Barry Lee Reynolds1, Chian-Wen Kao2•
University of Macau1, Chihlee Institute of Technology2
04 May 2021-Computer Assisted Language Learning
TL;DR: Pedagogical practices that provide focused grammatical instruction with direct focused feedback are more beneficial to L2 writers than only providing error correction, and game play combined with written corrective feedback resulted in stronger retention of grammatical knowledge.
Abstract: Feedback researchers have given little attention to how administration of language-focused instruction before writing in a second language combined with subsequent error correction after writing can affect the grammatical accuracy of learners’ future writing. Moreover, the mode of the instruction (i.e., teacher instruction or game-based instruction) has also been undervalued. To address these gaps in the research literature, Taiwanese university student participants (n = 45) were randomly and equally divided into two experimental and one control group: teacher instruction with error correction; digital game-based instruction with error correction; and error correction only. Participants were asked to write three letters of application to three similar job advertisements as a pretest, immediate posttest, and delayed posttest. Gain score results in the immediate posttest showed that the teacher instruction with error correction group significantly outperformed the error correction only group whereas...

33 citations

Journal Article•DOI•
Computer-Mediated Feedback for L2 Learners: Challenges versus Affordances.

[...]

Akbar Bahari1•
University of Qom1
01 Feb 2021-Journal of Computer Assisted Learning

28 citations

Journal Article•DOI•
A comparative study of the impact of focused vs. comprehensive corrective feedback and revision on ESL learners’ writing accuracy and quality:

[...]

Mohammad Rahimi1•
Shiraz University1
01 Sep 2021-Language Teaching Research
TL;DR: The authors discuss the gap between theory, research, and practice in written corrective feedback (WCF) and propose a method to address this gap, which is based on the Ferris' (2010) article.
Abstract: The impetus for the present study came from Ferris’ (2010) article discussing the gap between theory, research, and practice in written corrective feedback (WCF). To address this gap, the present s...

28 citations

Related Papers (1)
Written feedback in an English Language writing class

[...]

31 May 2019
Wan Hurani Osman