This study investigated the relationship between learner autonomy (LA) and indirect written corrective feedback (IWCF) in an EFL writing classroom in Vietnam. Forty-one intermediate EFL learners from a class of a foundation writing course volunteered to participate in the study. During the course, the teacher provided IWCF in response to the…

Although feedback researchers generally advocate a selective, focused written corrective feedback (FWCF) approach, a large number of second language writing teachers in school contexts still respond to written errors in an unfocused manner. Much of existing written corrective feedback (WCF) research is conducted in experimental classrooms, and…

This study investigated the interactive function of teacher-written feedback. To this end, 10 students from two English toward proficiency (ETP) classes in a private university in North Cyprus were asked to engage in "a letter to my teacher" (ALMT) activity during the feedback-revision process in the course of their study. Moreover, the…

This article reports findings from a quasi-experimental study conducted to provide evidence of the effectiveness of written scaffolds (keyword captions, full captions, and full transcript) for different proficiency levels. The gap that this article fills is the lack of research on the type of written scaffold that a specific proficiency level can…

Discusses how the appropriate interweaving of assessment and teaching encourages students to participate actively in their own learning. The article describes one teacher's efforts to enhance the proficiency of the English language-math learners in her class by encouraging the students to work toward an exhibition of student-built models of famous…

This collection of suggestions for encouraging talking and writing in second-language classes include arranging face-to-face conversations between students and native speakers; letter writing among students; covering classroom tables with white butcher paper for students to write on; using a book bag project to enable parents and children to work…

Offers specific suggestions to teachers of elementary and middle school English-as-a-Second-Language students for helping their students develop a positive attitude toward reading. Teachers can help students become readers by developing their sense of control and competence in tasks, materials, and the environment. (Author/VWL)

Describes an action research project designed to experiment with alternative forms of feedback and to circumvent the less helpful aspects of written marking. As part of the project, four writing teachers formed an action research group to investigate the feasibility of offering audiotaped feedback in a systematic fashion to groups of students. (15…