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A three-stage model for implementing focused written corrective feedback
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| 2 |
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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| 3 |
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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| 5 |
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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| 6 |
Student engagement with teacher written feedback on IELTS Writing Task 2 rehearsal essays
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Pearson, WS. - : University of Exeter, 2021. : Graduate School of Education, 2021
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| 7 |
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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| 8 |
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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| 9 |
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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Abstract:
This study employed practitioner inquiry to determine whether feedback cycle and socio-material learning was promoted through the provision of written corrective feedback (WCF). The context of study was the final draft submitted in an academic writing course for arts and social science students. The practitioner inquiry was shaped by mixed methods, through the quantitative (categorisation) and qualitative (analytical) examination of WCF. The categorisation of WCF was guided by a feedback typology and the extent of learning opportunities. A total of 309 instances of WCF were found across 55 final drafts. Indirect and metalinguistic feedback on Content and Language was frequent. Furthermore, most of the WCF was restricted to the final essay, with minimal expansive opportunities for students to extend their learning beyond this writing course. In the subsequent analysis of the WCF, this study concluded that feedback was provided for the purpose of keeping track of work done. To really promote a feedback cycle or sociomaterial learning, writing instructors should consider improving students’ feedback literacy skills.
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Keyword:
Feedback cycle; Language and Literature; P; Practitioner inquiry; Sociomaterial learning; Written corrective feedback
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URL: https://doaj.org/article/1101114a58bd4cf1838d0be47ade721d
https://doi.org/10.33736/ils.2573.2021
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| 10 |
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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| 11 |
Omani EFL writing instructors’ attitudes and reported and actual practices towards written corrective feedback in first year foundation programmes
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| 12 |
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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| 13 |
Validating written feedback in clinical formative assessment
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| 14 |
Less is more? The impact of written corrective feedback on corpus-assisted L2 error resolution
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| 15 |
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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| 16 |
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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| 17 |
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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| 18 |
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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| 19 |
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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