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A three-stage model for implementing focused written corrective feedback
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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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Omani EFL writing instructors’ attitudes and reported and actual practices towards written corrective feedback in first year foundation programmes
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An Inquiry into Effective Written Feedback from EFL Teachers’ and Students’ Perspectives at a Saudi University
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Albogami, M. - : University of Exeter, 2020. : School of Education, 2020
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Less is more? The impact of written corrective feedback on corpus-assisted L2 error resolution
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Abstract:
The past decade has seen a sharp increase in research into L2 learners’ direct use of language corpora (typically known as ‘data-driven learning’, DDL) for error resolution in L2 writing. However, a crucial yet underexplored variable in this process is whether and how the form of written corrective feedback (WCF) provided on L2 writing facilitates effective corpus consultation for L2 error resolution. Focusing on L2 writers at the post-graduate level and using a short private online course for DDL training, we determine the impact of four WCF conditions (varying in their degree of directness) on students’ use of corpora for lexical and grammatical error resolution, and the appropriacy of error revisions made with/without corpora for these error types. The results suggest that ‘less (WCF) is more’ if learners are to make successful error revisions via corpus consultation, with more direct WCF conditions often resulting in students revising errors without consulting a corpus. However, less direct WCF conditions sometimes resulted in inappropriate revisions, as learners required additional information as to the nature and location of the specific error. Differences were also found in the effectiveness of corpus consultation for grammatical and lexical error types, with WCF a confounding factor. These results suggest that if corpora are to be used for L2 error resolution, teachers need to carefully consider whether their WCF allows for meaningful engagement with corpora to occur, and whether corpus consultation is suitable or desirable for resolving all error types.
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Keyword:
1203 Language and Linguistics; 3304 Education; 3310 Linguistics and Language; Data-driven learning; L2 error resolution; L2 writing; Written corrective feedback
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URL: https://espace.library.uq.edu.au/view/UQ:30df823
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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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The Efficacy of Written Corrective Feedback on KFL Learners’ Writing
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The effectiveness of direct and indirect written corrective feedback in improving the grammatical accuracy of Omani EFL learners
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The effectiveness of written corrective feedback on French as a second language accuracy
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Mediation and Reciprocity: ESL Learner Writing Development through Error Correction
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