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Direct linkIcy Lee – Pedagogies: An International Journal, 2024
The past few decades have witnessed a remarkable surge of research interest in written corrective feedback (WCF). Given its pivotal role in the writing classroom, WCF has remained one of the most vibrant and dynamic areas for scholarly investigations. The aim of this article is to chart future directions for WCF research. To do this, it first…
Descriptors: Writing (Composition), Writing Instruction, Feedback (Response), Error Correction
Duffy, W. Keith – Changing English: Studies in Culture and Education, 2023
This article uses a quasi-spiritual lens to examine why some teachers feel compelled to inappropriately control student writing. For almost half a century, professionals in composition studies have engaged in vigorous conversations about the problem of teachers co-opting, correcting, and rewriting (essentially appropriating) student texts as part…
Descriptors: Writing (Composition), Writing Instruction, Teaching Methods, Teacher Student Relationship
Rakhun Kim – Language Learning & Technology, 2024
This study investigated the instructional effects of learner uptake following automatic corrective recast from artificial intelligence (AI) chatbots on the learning of the English caused-motion construction. 69 novice-level EFL learners in a Korean high school were recruited to investigate the instructional effects of corrective recast from AI…
Descriptors: Artificial Intelligence, Error Correction, Second Language Learning, Second Language Instruction
Download full textPekbay, Canay – International Journal of Curriculum and Instruction, 2023
It was aimed in this study to design a lesson, carried out with pre-service science teachers, for the use of the portfolio based on the feedback process in the teaching of classroom assessment methods and to reveal the applicability of this lesson. In this study, carried out using qualitative research methods, an action research design was used. A…
Descriptors: Portfolios (Background Materials), Feedback (Response), Preservice Teachers, Science Teachers
Hyunjung An – ProQuest LLC, 2020
The main purpose of this study was to investigate the effectiveness of written corrective feedback (WCF) in a Korean as a foreign language (KFL) context. The assumption that indirect feedback (IF) is more effective for L2 learners with higher-proficiency levels has yet to be fully corroborated, which necessitates substantial research-based…
Descriptors: Feedback (Response), Written Language, Error Correction, Korean
Yoon, Chae Won; Chon, Yuah V. – English Teaching, 2022
To investigate L2 adolescent learners' use of machine translation (MT), an MT error correction (EC) test was developed, based on the analysis of MT errors arising from translating the learners' L1 of middle school EFL textbooks. Learners were also asked to report on their use of MT EC strategies on the EC task. Results indicated that…
Descriptors: Translation, Error Analysis (Language), Error Patterns, Language Proficiency
Muranova, Olga; Koltovskaia, Svetlana; Miller, Michol – TESL-EJ, 2023
Despite suggestions being a common speech act used by writing center tutors, very limited research is available on the use of suggestions in online writing center practice. Drawing upon multiple sources of data including the chat transcript, screen recording of the session, and final revised version of the writer's text, this case study explores…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Speech Acts
Bozorgian, Hossein; Yazdani, Ali – Iranian Journal of Language Teaching Research, 2021
In an attempt to add to the current body of research on written corrective feedback (CF), the current study reports on a nine-week intervention, which initially focused on the effect of direct written CF on learners' use of English articles in their writing and then examined the effect of adding metalinguistic explanation to this CF type; and…
Descriptors: Metalinguistics, Comparative Analysis, Feedback (Response), Second Language Learning
Gaillat, Thomas; Lafontaine, Antoine; Knefati, Anas – CALICO Journal, 2023
In this article, we focus on the design of a second language (L2) formative feedback system that provides linguistic complexity graph reports on the writings of English for special purposes students at the university level. The system is evaluated in light of formative instruction features pointed out in the literature. The significance of…
Descriptors: Language Proficiency, English (Second Language), Second Language Learning, Second Language Instruction
Sarré, Cédric; Grosbois, Muriel; Brudermann, Cédric – Computer Assisted Language Learning, 2021
Corrective feedback (CF) can be provided to learners in different ways (explicit or implicit, focused or unfocused) and is the subject of major controversies in second language acquisition research. As no clear consensus has been reached so far about the most effective approach to CF with a view to fostering accuracy in second language (L2)…
Descriptors: Blended Learning, Comparative Analysis, Second Language Learning, Second Language Instruction
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)
Zolghadri, Maryam; Jafari, Sakineh; Izadpanah, Siros – Taiwan Journal of TESOL, 2020
A great number of investigations have focused on the subject of task rehearsal (repetition) and its likely influence on language learning. Giving language (L2) learners an opportunity to repeat the task may help them to redistribute their focus on form, since they have already become fairly familiar with the content. Several studies have also…
Descriptors: Task Analysis, Second Language Instruction, English (Second Language), Feedback (Response)
Child, Michael W.; Bateman, Blair E. – Hispania, 2020
Immersion students' language abilities are generally characterized by strong receptive skills (listening, reading) and less developed productive skills (speaking, writing) when compared with L1 speakers of the immersion language (e.g., Allen et al. 1990; Cummins 1998; Harley 1992). In this paper we report results from a six-month mixed-methods…
Descriptors: Grammar, Portuguese, Second Language Learning, Error Correction
Ferenc, Jaroslav; Cervenák, Filip; Bircák, Erik; Juríková, Katarína; Goffová, Ivana; Gorilák, Peter; Huraiová, Barbora; Plavá, Jana; Demecsová, Loriana; Duríková, Nikola; Galisová, Veronika; Gazdarica, Matej; Puškár, Marek; Nagy, Tibor; Nagyová, Sona; Mentelová, Lucia; Slaninová, Miroslava; Ševcovicová, Andrea; Tomáška, Lubomír – Biochemistry and Molecular Biology Education, 2018
As future scientists, university students need to learn how to avoid making errors in their own manuscripts, as well as how to identify flaws in papers published by their peers. Here we describe a novel approach on how to promote students' ability to critically evaluate scientific articles. The exercise is based on instructing teams of students to…
Descriptors: College Students, Critical Reading, Critical Thinking, Science Process Skills
Kim, YouJin; Emeliyanova, Lena – Language Teaching Research, 2021
Although the effects of different types of written corrective feedback (WCF) have been examined in great detail, learners' revision behavior in response to WCF has not been systematically investigated. The current study compared students' classroom revision behaviors when they worked in pairs and when they worked individually. It further compared…
Descriptors: Cooperative Learning, Second Language Learning, Second Language Instruction, Error Correction
