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Nipaspong, Pajaree – PASAA: Journal of Language Teaching and Learning in Thailand, 2022
This study aimed to determine how teachers' online written corrective feedback (WCF) affected university students' self-regulation in writing and how the effects differed among students of different English proficiency levels. The participants were 27 second-year university students enrolled in a required online writing course. Throughout the…
Descriptors: Feedback (Response), College Students, Electronic Learning, Written Language
Barrot, Jessie S. – Computer Assisted Language Learning, 2023
Despite the building up of research on the adoption of automated writing evaluation (AWE) systems, the differential effects of automated written corrective feedback (AWCF) on errors with different severity levels and gains across writing tasks remain unclear. Thus, this study fills in the vacuum by examining how AWCF through Grammarly affects…
Descriptors: Automation, Written Language, Error Correction, Feedback (Response)
Bowles, Melissa A.; Gastañaga, Kacie – Studies in Second Language Learning and Teaching, 2022
This study compares the processing of three different types of written corrective feedback (WCF) by heritage language (HL), second language (L2), and third language (L3) learners who wrote and revised three short essays and received a different type of WCF for each essay (i.e., direct, coding, or underlining). Comparison of pre- and post-feedback…
Descriptors: Native Language, Second Language Learning, Cognitive Processes, Written Language
Jalali, Hanan; Rahimi, Mohammad – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 2022
Implicit theory (Dweck, 2000) suggests that learners' theories about the malleability of their individual traits (learning style, here) determine the extent to which they can stretch their learning style (Gregersen & MacIntyre, 2014; Young, 2010) and benefit from the instruction that mismatches their preferred styles. The present study aimed…
Descriptors: Cognitive Style, Written Language, Error Correction, Feedback (Response)
Wiboolyasarin, Kanokpan; Kamonsawad, Ruedee; Jinowat, Nattawut; Wiboolyasarin, Watcharapol – English Language Teaching Educational Journal, 2022
The purpose of this work was to address the overarching questions of how EFL Thai learners preferred corrective feedback strategies and whether there were any significant differences in preferences across learners' language ability levels. The quantitative study collected 418 Thai EFL learners' preferences for corrective feedback via a…
Descriptors: English (Second Language), Second Language Learning, Preferences, Error Correction
Soleimani, Neda; Rahimi, Mohammad – Cogent Education, 2021
While recent research on written corrective feedback (WCF) has elaborated on the connection between teachers' beliefs and practices, little research has investigated EFL teachers' WCF as a multifaceted notion. Drawing on activity theory (AT), in this case, study, we aimed at presenting a picture of EFL teachers' beliefs about WCF and how their…
Descriptors: Error Correction, Written Language, Feedback (Response), Language Teachers
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
Perks, Bradley J.; Colpitts, Bradley D. F.; Michaud, Matthew – Australian Journal of Teacher Education, 2021
This study examined the effectiveness of written corrective and the role of individual differences (ID) in the uptake of the feedback. Data was taken from a nine-week, English as a foreign language (EFL) writing course from 101 intermediate (n=101) students at a private university in Kobe, Japan. Using an explanatory sequential mixed methods…
Descriptors: Preferences, Instructional Effectiveness, Written Language, Feedback (Response)
Koltovskaia, Svetlana; Mahapatra, Santosh – JALT CALL Journal, 2022
Much of the research on the effectiveness of written corrective feedback (WCF) scope and strategies has been (quasi-)experimental, generating results peripherally related to authentic classroom contexts. Underpinned by a multidimensional conceptual framework of student engagement with WCF, this classroombased study has explored the scope and…
Descriptors: Learner Engagement, Computer Mediated Communication, Feedback (Response), Written Language
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
Impacts of Teacher-Written Corrective Feedback with Teacher-Student Conference on Students' Revision
Isnawati, Ida; Sulistyo, Gunadi Harry; Widiati, Utami; Suryati, Nunung – International Journal of Instruction, 2019
Although providing students with teacher written corrective feedback for their writing is considered critical, research has not come to conclusive findings on which form of written corrective feedback can best promote students' learning. Students still face a lot of problems in making sense of written corrective feedback from their teachers.…
Descriptors: Written Language, Feedback (Response), Revision (Written Composition), Writing Evaluation
Raza, Kashif – Language Teaching Research Quarterly, 2019
Despite vast research into the effectiveness of teacher corrective feedback (TCF) in second language writing, little is known about its influence on students' motivation in different contexts and settings. Where teachers complain about their students not responding to their feedback, students do not always find teacher feedback helpful and…
Descriptors: Foreign Countries, Feedback (Response), Second Language Instruction, English (Second Language)
Jang, Sung-Soo – English Teaching, 2020
The study investigates whether differences in metalinguistic information contained in written corrective feedback (CF) mediate its effectiveness for second language (L2) development. To address this, metalinguistic CF was distinguished into three types in terms of how specific its metalinguistic information was. They were then compared among…
Descriptors: Metalinguistics, Second Language Learning, Second Language Instruction, English (Second Language)
Kim, Ha Ram; Bowles, Melissa – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2019
This research compares how second language learners process two types of written feedback: reformulation and direct correction. On a two-stage composition-and-comparison task, 22 adult learners of English as a second language taking an academic writing course at a large midwestern U.S. university participated in a repeated-measures study in which…
Descriptors: Second Language Learning, Feedback (Response), Written Language, Error Correction
Gredler, Joseph J. – International Journal of Teaching and Learning in Higher Education, 2018
Misalignment between student preferences and instructor practices regarding writing feedback may impede student learning. This sequential explanatory mixed-methods study addressed postsecondary online students' preferences and the reasons for their preferences. A survey was used to collect 93 responses from postsecondary students attending a large…
Descriptors: Postsecondary Education, College Students, Preferences, Private Colleges
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