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Download full textYoshimasa Ogawa – Journal of Response to Writing, 2021
The present study evaluated the effects of a combined form of written corrective feedback (WCF) on English as a foreign language (EFL) students' writing accuracy. The combined WCF consisted of unfocused error-code WCF and focused metalinguistic explanation. Different forms of WCF were administered to two groups of Japanese EFL students in two…
Descriptors: English (Second Language), Second Language Instruction, Writing Instruction, Accuracy
Direct linkKalindi, Sylvia C.; McBride, Catherine; Dan, Lin – Reading Research Quarterly, 2018
Considering the importance attached to writing as a life skill, this study investigated the nature and variability of adults' aid to Zambian second graders in the context of shared writing in Bemba (first language), and the relations between this support and students' literacy and cognitive-metalinguistic skills. Fifty-seven children and their…
Descriptors: Foreign Countries, Elementary School Students, Grade 2, Emergent Literacy
Suzuki, Wataru – Language Learning, 2012
It has been argued that languaging plays a crucial role in learning a second language (L2). The effects of languaging, especially oral languaging (e.g., collaborative dialogue, private speech), have been tested on the learning of L2 knowledge domains. This study explored the effects of written languaging by asking 24 Japanese learners of English…
Descriptors: Linguistics, English (Second Language), Feedback (Response), Second Language Learning
Armstrong, Kimberly M. – Foreign Language Annals, 2010
This study describes the effect of grades on second language writing performance. Do students write better when their essays are graded, and what implications might this have for foreign language instruction? This study compares three different types of student writing: graded compositions; for-credit online discussion boards; and ungraded,…
Descriptors: Writing Assignments, Essays, Writing Instruction, Second Language Instruction
Furneaux, Clare; Paran, Amos; Fairfax, Beverly – International Review of Applied Linguistics in Language Teaching (IRAL), 2007
This study examines the feedback practices of 110 EFL teachers from five different countries (Cyprus, France, Korea, Spain, and Thailand), working in secondary school contexts. All provided feedback on the same student essay. The coding scheme developed to analyse the feedback operates on two axes: the stance the teachers assumed when providing…
Descriptors: Feedback (Response), Foreign Countries, Secondary School Teachers, Language Teachers
