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Zheng, Yao; Yu, Shulin; Liu, Zhuoyao – Teaching in Higher Education, 2023
While research on written corrective feedback (WCF) has proliferated over the past three decades, scant attention has been paid to how lower-proficiency (LP) students engage with teacher WCF in specific contexts and why they (dis)engage in the ways they do. This case study explored two Chinese LP students' engagement with teacher WCF in English…
Descriptors: College Students, Low Achievement, Feedback (Response), Written Language
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Liu, Yuwei – Language Teaching Research Quarterly, 2021
While prior studies have highlighted that extensive student engagement could help maximize students' learning benefits in general, a paucity of research has explored student engagement with teacher written feedback (WF), especially when students processed various English proficiency levels. To fill this gap, this multiple-case study explored how…
Descriptors: Foreign Countries, Undergraduate Students, English (Second Language), Second Language Instruction
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Yilin Jiang; Apisak Sukying – International Journal of Education and Literacy Studies, 2024
The objective of this study is to develop literacy engagement in Chinese students with varying language proficiencies through teacher-written corrective feedback. Drawing on Bandura's social cognitive theory and Boekaerts and Corno's self-regulation theory, the research aims to understand how corrective feedback influences literacy engagement and…
Descriptors: Language Proficiency, Second Language Learning, Second Language Instruction, Error Correction
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Li, Yingying; Han, Ye – Language Teaching, 2021
In her position article, Lee (2019) compellingly argues for focused written corrective feedback (FWCF) and offers clear guidelines for teachers to shift their feedback approach. As English language teaching practitioners in Chinese universities, we share Lee's view against any unthinking adherence to comprehensive written corrective feedback…
Descriptors: Error Correction, Feedback (Response), Guidelines, Foreign Countries
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Wei, Wei; Cao, Yiqian – SAGE Open, 2020
Examining EFL (English as a foreign language) teachers' beliefs and cognition has become an essential area of research as teachers are seen as active decision makers. This study addresses teachers' beliefs as specific to the strategies they employ when providing corrective feedback to students' writing. Drawing on Ellis's typology of written…
Descriptors: Feedback (Response), Error Correction, Written Language, Teaching Methods
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Lv, Lihui; Liu, Chunyan – English Language Teaching, 2022
This paper investigated how production task combined with teacher feedback (in the form of recasts) affects child second language development, and the effects of task complexity on their production performance. 92 child learners of English in three intact classes were assigned to three tasks of different complexity (simple, +complex, ++complex).…
Descriptors: Difficulty Level, Second Language Learning, Second Language Instruction, English (Second Language)
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Xu, Wenwen; Kim, Ji-Hyun – English Teaching, 2023
This study explored the role of written languaging (WL) in response to automated written corrective feedback (AWCF) in L2 accuracy improvement in English classrooms at a university in China. A total of 254 freshmen enrolled in intermediate composition classes participated, and they wrote 4 essays and received AWCF. A half of them engaged in WL…
Descriptors: Grammar, Accuracy, Writing Instruction, Writing Evaluation
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Niu, Ruiying; You, Xiaoye – Asia-Pacific Education Researcher, 2020
The present study investigated the effect of written languaging (WL) based on indirect written corrective feedback (WCF) on Chinese EFL (English as a foreign language) learners' written accuracy. WL refers to using the written mode to reflect upon and reason about language use. Two groups of students participated in the study over 16 weeks. Both…
Descriptors: Error Correction, Feedback (Response), Written Language, English (Second Language)
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Li, Haishan; He, Qingshun – English Language Teaching, 2017
How learners perceive written corrective feedback (CF) associates with its effectiveness in language learning. This research investigates students' preferences for three types of written CF, i.e., direct, indirect and metalinguistic written CF, and explores the factors that encourage the teachers to employ these CFs in teaching practice. The…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Preferences
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Jing, Huang; Xiaodong, Hao; Yu, Liu – English Language Teaching, 2016
As is known to all, errors are inevitable in the process of language learning for Chinese students. Should we ignore students' errors in learning English? In common with other questions, different people hold different opinions. All teachers agree that errors students make in written English are not allowed. For the errors students make in oral…
Descriptors: Error Correction, Oral Language, English (Second Language), Second Language Learning
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Yang, Yingli; Lyster, Roy – Studies in Second Language Acquisition, 2010
Conducted in English-as-a-foreign-language (EFL) classrooms at the university level in China, this quasi-experimental study compared the effects of three different corrective feedback treatments on 72 Chinese learners' use of regular and irregular English past tense. Three classes were randomly assigned to a prompt group, a recast group, or a…
Descriptors: Feedback (Response), Control Groups, Foreign Countries, English (Second Language)