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Attila M. Wind – Journal of Response to Writing, 2024
The positive effects of dynamic written corrective feedback (DWCF) on linguistic accuracy are well-documented (Evans et al., 2010). However, studies on DWCF without exception have adopted a pretest--posttest research design; therefore, they were unable to explore the dynamics of development (Larsen-Freeman, 2006). In addition, all previous DWCF…
Descriptors: Feedback (Response), Written Language, Undergraduate Students, Essays
Santanatanon, Thanakorn; Chinokul, Sumalee – PASAA: Journal of Language Teaching and Learning in Thailand, 2022
Whether students benefit from written corrective feedback (WCF) may depend on their level of engagement with the feedback. To date, student engagement with written corrective feedback has been investigated qualitatively. However, the association between student engagement with feedback and learning outcomes that result from that engagement has not…
Descriptors: Learner Engagement, English (Second Language), Writing Skills, Grammar
Criado, Raquel; Garcés-Manzanera, Aitor; Plonsky, Luke – Studies in Second Language Learning and Teaching, 2022
This study was motivated by Truscott's (1996, 2004) scarcely empirically tested claims that written corrective feedback (WCF) processing hinders fluency in subsequent rewriting owing to learners' purposeful avoidance of making mistakes by composing shorter texts at a higher speed. It examined the writing fluency of the texts produced by eighteen…
Descriptors: Written Language, Error Correction, Feedback (Response), English (Second Language)
Fields, R. Stacy; Elleman, Amy M.; Oslund, Eric L.; Clark, Laura B.; Olson, Collin – Reading Psychology, 2023
Writing is a skill that has increased in significance for both researchers and classroom teachers due to changes in recent standards. Currently, many high school English Learners (ELs) are struggling to master this priority skill. A strategy that has been shown to be effective for adolescent writers is Self-Regulated Strategy Development (SRSD).…
Descriptors: High School Students, English Language Learners, Writing Skills, Writing Strategies
Reguieg, Fatima Zohra; Hamitouche, Fatiha – Arab World English Journal, 2022
The current research is significant. It aims to improve learners' writing and facilitate their academic achievement. This study examines learners' and teachers' preferences to written corrective feedback types in enhancing EFL learners writing. The main research question is to investigate the likes of teaches and learners regarding written…
Descriptors: Preferences, Written Language, Error Correction, Feedback (Response)
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
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)
Aseeri, Fatimah Mohammed M. – Journal of Education and Learning, 2019
The present study aimed to address the extent to which faulty members and students at the department of English language at Najran University practice using the ways of written corrective feedback. The questionnaire, as the main study instrument was used to collect data while the descriptive analytical approach was used to analyze these collected…
Descriptors: Writing Instruction, Writing Teachers, Feedback (Response), Error Correction
Paul, Jing Z.; Friginal, Eric – Computer Assisted Language Learning, 2019
This study investigated the effects of Facebook and Twitter on foreign language (Chinese) learners' written production in both short- (10 days) and long-term (50 days) pseudo-experimental settings. Adopting two concepts (i.e. symmetric vs. asymmetric) from matrix theory in social network analysis, we categorized Facebook as a symmetric social…
Descriptors: Social Networks, Second Language Learning, Network Analysis, Sentences
Saeli, Hooman; Cheng, An – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 2019
This project firstly explored Iranian English as a foreign language (EFL) students' perceptions about written corrective feedback (WCF)-related practices and preferences. Secondly, the student participants' first language (L1; e.g., Farsi) learner identities were operationalized, especially focusing on the skill of writing, WCF, and…
Descriptors: Grammar, Error Correction, Feedback (Response), English (Second Language)
Sachiko Nakamura – rEFLections, 2016
Written corrective feedback (WCF) is an instructional strategy used to help second/foreign language (L2) learners improve their writing effectiveness. Teachers can design and provide WCF across a number of dimensions such as focus (e.g. grammar, organization, content), type (e.g. direct correction, reformulation, comment), and tone (e.g. negative,…
Descriptors: Second Language Learning, Second Language Instruction, Writing Skills, Writing Improvement
Stewart, Benjamin Lee; Rodríguez Silva, Luis Humberto; Torres González, Juan Antonio – English Teaching Forum, 2014
In this article, the authors offer an alternative to traditional methods of teaching English that often included translating structures from the target language to the mother tongue. Although this method seems antiquated, it is still commonly practiced, as original dictogloss procedures were intended to provide an alternative to traditional…
Descriptors: English Instruction, Translation, Language Skills, Teaching Methods

Hyland, Fiona; Hyland, Ken – Journal of Second Language Writing, 2001
Offers a detailed text analysis of written feedback given by two teachers of English-as-a-Second-Language students. Considers this feedback in terms of it functions as praise, criticism, and suggestions. Explores the motivations for these through teacher interviews and think-aloud protocols and examines cases where students failed to understand…
Descriptors: English (Second Language), Error Correction, Feedback, Interviews