| 1 |
A three-stage model for implementing focused written corrective feedback
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Written Corrective Feedback, Working Memory, and the Development of Explicit and Implicit Knowledge of English Plurals ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
The Role of Individual Preferences in the Efficacy of Written Corrective Feedback in an English for Academic Purposes Writing Course
|
|
|
|
In: Australian Journal of Teacher Education (2021)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Assessing Writing in French-as-a-Foreign-Language: Teacher Practices and Learner Uptake
|
|
|
|
In: Languages; Volume 6; Issue 4; Pages: 210 (2021)
|
|
Abstract:
Formative assessment and adaptive instruction have been focus areas in Norwegian educational policy for more than a decade. Writing instruction in the language subjects is no exception; assessment of writing should help the learners improve their writing skills and, thus, feedback must be adapted to the individual learner’s needs. The present study aims to shed light on the relations between teacher feedback practices and learner uptake in French-as-a-foreign-language upper secondary classes in Norway. Using material from a longitudinal corpus of learner texts, including teacher feedback (the TRAWL corpus), the study investigates the written feedback practices of three L3 French teachers, and explores whether any signs of uptake can be identified in 27 learners’ new pieces of writings. The findings show that although the teachers followed best practice principles for formative assessment and written corrective feedback, less than half of the students showed any signs of uptake in subsequent pieces of writing. With one exception, these were students with an intermediate-high to very high proficiency level in French. The study emphasises the importance of strategies that could encourage learners to use the feedback they receive, thus moving the centre of attention from teacher practices to learner activities.
|
|
Keyword:
feedback practices; formative assessment; French-as-a-foreign-language; learner corpora; learner uptake; written corrective feedback
|
|
URL: https://doi.org/10.3390/languages6040210
|
|
BASE
|
|
Hide details
|
|
|
| 5 |
Can a ‘pedagogical’ spellchecker improve spelling accuracy in L2 Spanish?
|
|
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
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Focused direct corrective feedback: Effects on the elementary English learners’ written syntactic complexity
|
|
|
|
In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 132-150 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Am I Promoting Feedback Cycle and Sociomaterial Learning?
|
|
|
|
In: Issues in Language Studies, Vol 10, Iss 1 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Omani EFL writing instructors’ attitudes and reported and actual practices towards written corrective feedback in first year foundation programmes
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
An Inquiry into Effective Written Feedback from EFL Teachers’ and Students’ Perspectives at a Saudi University
|
|
Albogami, M. - : University of Exeter, 2020. : School of Education, 2020
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Less is more? The impact of written corrective feedback on corpus-assisted L2 error resolution
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
THE TEACHERS’ BELIEFS IN TEACHER WRITTEN CORRECTIVE FEEDBACK ON THE STUDENTS' WRITING
|
|
|
|
In: Journal of Applied Linguistics and Literature, Vol 5, Iss 1, Pp 1-10 (2020) (2020)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
The Effects of Direct and Indirect Written Corrective Feedbacks on the Business Communication Texts of Technical University Students in Ghana
|
|
|
|
In: Applied Linguistics Research Journal, Vol 4, Iss 2, Pp 25-39 (2020) (2020)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Written corrective feedback in English compositions: Teachers’ practices and students’ expectations
|
|
|
|
In: English Language Teaching Educational Journal, Vol 3, Iss 2, Pp 95-107 (2020) (2020)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
The effects of different types of written corrective feedback on students’ texting mistakes
|
|
|
|
In: English Language Teaching Educational Journal, Vol 3, Iss 3, Pp 174-187 (2020) (2020)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Students’ preferences and teachers’ beliefs towards written corrective feedback
|
|
|
|
In: ELT Forum: Journal of English Language Teaching, Vol 9, Iss 1, Pp 85-95 (2020) (2020)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
The Efficacy of Written Corrective Feedback on KFL Learners’ Writing
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
The effectiveness of direct and indirect written corrective feedback in improving the grammatical accuracy of Omani EFL learners
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
The effectiveness of written corrective feedback on French as a second language accuracy
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Mediation and Reciprocity: ESL Learner Writing Development through Error Correction
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
