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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
	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.
	Keyword: 1203 Language and Linguistics; 3304 Education; 3310 Linguistics and Language; Data-driven learning; L2 error resolution; L2 writing; Written corrective feedback
	URL: https://espace.library.uq.edu.au/view/UQ:30df823
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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)
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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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