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Hits 1 – 20 of 101

1	A three-stage model for implementing focused written corrective feedback
	Chong, Sin Wang. - 2022
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2	FACTORS INFLUENCING EFL STUDENTS’ UTILISATION OF TEACHER WRITTEN FEEDBACK
	Omer Hassan Ali Mahfoodh
	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 ...
	Chingchit, Ornuma. - : Lancaster University, 2021
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4	The Role of Individual Preferences in the Efficacy of Written Corrective Feedback in an English for Academic Purposes Writing Course
	Perks, Bradley J; Colpitts, Bradley D. F.; Michaud, Matthew
	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
	Eva Thue Vold
	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
	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?
	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
	Mohammadreza Valizadeh; Fatemeh Soltanpour
	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?
	Daron Benjamin Loo
	In: Issues in Language Studies, Vol 10, Iss 1 (2021) (2021)
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10	Written Comments on Undergraduate Theses Written in Spanish as a First Language and English as a Foreign Language
	Roxanna Correa; Mónica Tapia-Ladino; Beatriz Arancibia
	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
	Al Zadjali, RSA. - : University of Exeter, 2020. : Education, 2020
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12	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
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13	Validating written feedback in clinical formative assessment
	Page, Michael; Gardner, John; Booth, Joe. - : Informa UK Limited, 2020
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14	Less is more? The impact of written corrective feedback on corpus-assisted L2 error resolution
	Crosthwaite, Peter; Storch, Neomy; Schweinberger, Martin. - : Elsevier, 2020
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15	THE TEACHERS’ BELIEFS IN TEACHER WRITTEN CORRECTIVE FEEDBACK ON THE STUDENTS' WRITING
	Dyah Fitri Mulati; Joko Nurkamto; Nur Arifah Drajati
	In: Journal of Applied Linguistics and Literature, Vol 5, Iss 1, Pp 1-10 (2020) (2020)
	Abstract: Examining EFL writing teachers’ beliefs is becoming an essential study since teaching is no longer being noticed merely in a behaviour term but rather as thoughtful behaviour as teachers are active, thinking decision-maker. This study addresses the teachers’ beliefs in the specific teaching writing strategy that is commonly used by the teachers in Indonesia to assist students’ writing, teacher written corrective feedback. It was designed as a case study surveying two teachers from a secondary school in Lampung as its respondents. This current study aims at (1) exploring teachers’ beliefs in providing teacher written corrective feedback both in the explicitness and the amount of feedback, and (2) describing the factors that shape teachers’ beliefs in providing written corrective feedback. The data were collected by using mixed-type questionnaire and interview adapted from Lee (2009) consisting of three items related to the beliefs in written corrective feedback, followed by the factors that shape the beliefs teachers may hold on. The findings show some underlie different beliefs regarding the explicitness and amount of teacher written corrective feedback between the teachers. However, they agreed that academic background in the secondary school and college was counted as the contributed factor that shapes their beliefs in providing written corrective feedback on students’ writing. Further, teacher added practical experience when they are teaching writing as her additional factor.
	Keyword: beliefs; efl writing instruction; factors; Language. Linguistic theory. Comparative grammar; LC8-6691; P101-410; Special aspects of education; teacher written corrective feedback
	URL: https://doi.org/10.33369/joall.v5i1.7644 https://doaj.org/article/d29e2bf6ac56452bb66fe6e256b1cfd7
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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
	Edward Owusu
	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
	Wan Noor Miza Wan Mohd Yunus
	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
	Hasan Güner Berkant; Nuriye Batmaz Derer; Ozgur Kursad Derer
	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
	Alviana Tri Adhi Kencana
	In: ELT Forum: Journal of English Language Teaching, Vol 9, Iss 1, Pp 85-95 (2020) (2020)
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20	英語熟達度と筆記による訂正フィードバックが暗示的知識と明示的知識の発達に与える効果
	青山, 聡; 髙塚, 成信. - : 兵庫教育大学大学院連合学校教育学研究科, 2019
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