Open AccessJournal Article
WRITTEN CORRECTIVE FEEDBACK IN SECOND LANGUAGE ACQUISITION AND WRITING. Bitchener . Bitchener . London: Routledge, 2012.
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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.read more
Citations
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Journal ArticleDOI
Teacher Written Corrective Feedback: Less Is More.
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.
Journal ArticleDOI
The Differential Effects of Comprehensive Feedback Forms in the Second Language Writing Class
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The Effects of Digital Game-Based Instruction, Teacher Instruction, and Direct Focused Written Corrective Feedback on the Grammatical Accuracy of English Articles.
Barry Lee Reynolds,Chian-Wen Kao +1 more
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.
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A comparative study of the impact of focused vs. comprehensive corrective feedback and revision on ESL learners’ writing accuracy and quality:
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.
References
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Journal ArticleDOI
Effects of Feedback on Iranian EFL Learners' writing Development: Group Dynamic Assessment vs. Formative Assessment
Omid Mallahi,Mahboobeh Saadat +1 more
TL;DR: Saadat et al. as discussed by the authors investigated the effects of feedback offered within the frameworks of Group Dynamic Assessment (G-DA) and Formative Assessment (FA) on the improvement of 34 intermediate Iranian EFL learners' writing performance and their capability in transferring the acquired knowledge and skills to new and more challenging tasks.
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Written corrective feedback on efl students at an islamic junior high school
TL;DR: The authors investigated the types of corrective feedback that the teacher used in teaching writing recount text, this also employed to reveal the students' motivation for writing recount texts, and to explore the benefit of teacher corrective feedback to the students ability in writing recounted text at Manbaul Huda Islamic Junior High School Central Java Indonesia.
Book ChapterDOI
The Effect of EFL Correction Practices on Developing Moroccan Students’ English Writing Skills
Hicham Zyad,Abdelmajid Bouziane +1 more
TL;DR: The authors investigated the effect of self-review, peer review and teacher feedback on the English narrative writing skills of EFL students of different proficiency levels, focusing on the correction of content (story grammar) and form (grammar accuracy).
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Wie verarbeiten Lernende Dozentenfeedback und welches Feedback ist für Lernende effektiv?: Eine empirische Untersuchung zum Feedback-Verarbeitungsprozess und zu Feedback-Effekten
TL;DR: In this paper, a study about Dozentenfeedback geführt in a real-world Unterrichtssituation is presented, in which sPSS-Analyse zeigt, dass die Gruppe, die indirektes feedback bekommt, nachhaltigere Leistungen erzielen konnte, als die Grupe, die direktes Feedback bekomt.
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Improving Young Learners’ L2 Writing Accuracy with Written Corrective Feedback: a Case Study
TL;DR: The authors explored the effects of WCF on 60 students in a Chinese secondary school, focusing on the third person singular structure and found that WCF improved students' overall L2 writing accuracy, but much remains unknown as to specific linguistic structures.