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A three-stage model for implementing focused written corrective feedback
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FACTORS INFLUENCING EFL STUDENTS’ UTILISATION OF TEACHER WRITTEN FEEDBACK
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In: TEFLIN Journal, Vol 33, Iss 1, Pp 98-122 (2022) (2022)
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Written Corrective Feedback, Working Memory, and the Development of Explicit and Implicit Knowledge of English Plurals ...
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The Role of Individual Preferences in the Efficacy of Written Corrective Feedback in an English for Academic Purposes Writing Course
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In: Australian Journal of Teacher Education (2021)
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Assessing Writing in French-as-a-Foreign-Language: Teacher Practices and Learner Uptake
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In: Languages; Volume 6; Issue 4; Pages: 210 (2021)
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Can a ‘pedagogical’ spellchecker improve spelling accuracy in L2 Spanish?
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Blazquez-Carretero, Miguel; Woore, Robert. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2021
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Focused direct corrective feedback: Effects on the elementary English learners’ written syntactic complexity
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 132-150 (2021) (2021)
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Am I Promoting Feedback Cycle and Sociomaterial Learning?
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In: Issues in Language Studies, Vol 10, Iss 1 (2021) (2021)
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Written Comments on Undergraduate Theses Written in Spanish as a First Language and English as a Foreign Language
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In: Signum: Estudos da Linguagem, Vol 24, Iss 1, Pp 52-68 (2021) (2021)
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Validating written feedback in clinical formative assessment
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Less is more? The impact of written corrective feedback on corpus-assisted L2 error resolution
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THE TEACHERS’ BELIEFS IN TEACHER WRITTEN CORRECTIVE FEEDBACK ON THE STUDENTS' WRITING
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In: Journal of Applied Linguistics and Literature, Vol 5, Iss 1, Pp 1-10 (2020) (2020)
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The Effects of Direct and Indirect Written Corrective Feedbacks on the Business Communication Texts of Technical University Students in Ghana
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In: Applied Linguistics Research Journal, Vol 4, Iss 2, Pp 25-39 (2020) (2020)
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Written corrective feedback in English compositions: Teachers’ practices and students’ expectations
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In: English Language Teaching Educational Journal, Vol 3, Iss 2, Pp 95-107 (2020) (2020)
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The effects of different types of written corrective feedback on students’ texting mistakes
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In: English Language Teaching Educational Journal, Vol 3, Iss 3, Pp 174-187 (2020) (2020)
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Students’ preferences and teachers’ beliefs towards written corrective feedback
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In: ELT Forum: Journal of English Language Teaching, Vol 9, Iss 1, Pp 85-95 (2020) (2020)
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Predictors of Elementary-aged Students’ Writing Fluency Growth in Response to a Performance Feedback Writing Intervention
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In: Dissertations - ALL (2019)
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The impact of video and written feedback on student preferences of English speaking practice
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Tseng, Sheng-Shiang; Yeh, Hui-Chin. - : University of Hawaii National Foreign Language Resource Center, 2019. : University of Texas at Austin Center for Open Educational Resources and Language Learning, 2019
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Written corrective feedback in secondary education: Learners’ and teachers’ preferences and perceptions
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Abstract:
XXI Jornades de Foment de la Investigació de la Facultat de Ciències Humanes i Socials (Any 2016) ; When dealing with written corrective feedback, most second-language acquisition research has focused on the comparison of different techniques to provide English as a foreign language learners with comments on their performance. Also finding the best strategy which would help learners improve has been on the spotlight. However, little attention has been placed upon learners’ perceptions and preferences towards the written feedback provided. This paper investigates such aspects by analysing results from a questionnaire delivered to 28 last year secondary-education learners and their two respective teachers. After analysing and comparing both groups of participants, results showed that, according to the learners, grammar and vocabulary take precedence over aspects related to organisation and paragraph construction. Moreover, a preference for direct and metalinguistic correction was also observed. Regarding teachers, their perceptions and preferences as observed in the questionnaire were not reflected in their actual teaching practice. Finally, even though there were points of agreement between teachers and their learners, a relevant mismatch on how written corrective feedback is and should be delivered was found.
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Keyword:
perceptions; preferences; second language acquisition; written corrective feedback
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URL: http://hdl.handle.net/10234/184239 https://doi.org/10.6035/ForumRecerca.2016.21.29
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La escritura de crónicas periodísticas informativas: una propuesta de avance desde el feedback correctivo escrito
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0717-1285, Nº. 46, 2019, pags. 161-185 (2019)
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