The effects of focused and unfocused written corrective feedback in an English as a foreign language context
Bibliographic Data
| ID | 11989618 |
|---|---|
| Authors | Rod Ellis (0000-0003-0131-1743, Shanghai International Studies University, corresponding author), Younghee Sheen (American University), Mihoko Murakami (Seijoh University), Hide Takashima (Tokyo University of Foreign Studies) |
| Year | 2008 |
| Volume | 36 |
| Issue | 3 |
| Pages | 353-371 |
| Publication date | 2008-07-15 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | System (JOURNAL) |
| Journal identifiers | ISSN: 0346-251X • E-ISSN: 1879-3282 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.system.2008.02.001 |
| OpenAlex | W2012559983 |
| Language | EN |
| Citations received | 121 |
| References cited | 27 |
Context (archaeology · Corrective Feedback · Grammar · Linguistics · Mathematics education · Narrative · Programming language · Second language · Second language writing · Set (abstract data type · Test (biology · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · History · Philosophy · Psychology · Second Language Learning and Teaching
Effectiveness of foreign language teaching techniques
Corrective Feedback and Teacher Development
Student engagement with teacher written corrective feedback in EFL writing
Raising the linguistic accuracy level of advanced L2 writers with written corrective feedback
Granularity and the acquisition of grammatical gender
The Efficacy of Written Corrective Feedback in Improving L2 Written Accuracy
Second Language Writing Research and Written Corrective Feedback in Sla
The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article
Written corrective feedback for individual L2 writers
Methodological synthesis of research on the effectiveness of corrective feedback in L2 writing
The potential role(s) of writing in second language development
Teacher feedback beliefs and practices in Cambodian EFL classrooms
Kiek sakytinė kalba veikia pradinukų rašybą? Kiekybinis 1950–2021 m. rašybos tyrimas
To what extent has the published written CF research aided our understanding of its potential for L2 development
Comprehensive corrective feedback on low and high proficiency writers
A longitudinal observation of technology-mediated feedback for L2 learners of German
Oral corrective feedback on written errors
Importance of speaking in English as a foreign language between skillful and thoughtful competencies
Finding the Right Fit
Google form implementation on general English assignment in polytechnic education
The Effect of Comprehensive Written Corrective Feedback on EFL Learners’ Written Syntactic Accuracy
Efficacy of Focused and Unfocused Written Corrective Feedback on EFL Learners’ Grammatical Accuracy
Oral Versus Written Feedback
Attitudes of Saudi EFL Female Students Towards Current Teacher Feedback Practices
Attitudes and Perceptions of Teachers and Chinese Students Towards Corrective Feedback in L2 Writing
The Effect of Oral Metalinguistic Corrective Feedback on Learners’ Knowledge of Pronoun among Iranian EFL Learners
The effectiveness of unfocused corrective feedback on second language student writers’ acquisition of English article, prepositional and verb tense usages
A comparative study of direct vs. coded written corrective feedback and revision on writing performance
Effect of teachers’ asynchronous e-feedback and synchronous oral feedback on English language learners’ writing accuracy
Investigating the effectiveness and typology of teachers’ interactional feedback in supporting digital game-based language learning
Text quality and changing perceptions of teacher feedback and affective-motivational variables
Undergraduate EFL learners’ preferences for three different types of written corrective feedback
Exploring Undergraduate Efl Learners’ Beliefs About WCF and Their Impact on Improving Writing Skills in Pakistani Universities
Examining the effects of comprehensive written corrective feedback on L2 EAP students’ linguistic performance
Utility of focused/comprehensive written corrective feedback research for authentic L2 writing classrooms
The dynamic development of linguistic complexity in advanced Chinese learners’ L2 writing
What works may hurt
Automated tracking of student revisions in response to teacher feedback in EFL writing
Research article titles in written feedback on English as a second language writing
La reformulation dans l’écriture collaborative
The effects of focused and unfocused written corrective feedback and teacher instruction on L2 writers’ accuracy in using countable and uncountable nouns
Comparative analysis of written corrective feedback strategies
Written Corrective Feedback and EFL Students’ Use of Prepositions, Articles, Punctuation and Capitalization
A Case Study of Teacher Feedback on Thai University Students’ Essay Writing
A suggested model of corrective feedback provision
Pedagogical translanguaging written feedback in EFL academic writing
Written corrective feedback, learner-internal cognitive processes, and the acquisition of regular past tense by Chinese L2 learners of English
Does one size fit all? The scope and type of error in direct feedback effectiveness
Unveiling the evolution and future of feedback in L2 education
Investigating novice EFL writing teachers’ beliefs and practices concerning written corrective feedback across contexts
Teaching email requests in the academic context
Teachers’ written feedback comments on narrative texts in Elementary and Secondary Education
The impact of portfolio-based writing instruction on writing performance and anxiety of EFL students
Theorizing written feedback as a mediation tool within the Sydney School’s genre pedagogy
Promoting student engagement with feedback
Cognitive and affective reactions to written corrective feedback, type of linguistic items, and second language writing accuracy improvement
La Capacidad De Corrección De Errores Y El Feedbackcorrectivo Escrito
La Efectividad Del Feedback Correctivo Escrito Indirecto Metalingüístico en El Español Como Lengua Extranjera
Efecto del feedback correctivo directo y metalingüistico en el proceso de escritura de una L2 en el contexto escolar
Research Trends of Written Corrective Feedback in L2 Writing
Feedback, Response, and Learner Development
Written Corrective Feedback Strategies Employed by University English Lecturers
Improving accuracy is not the only reason for writing, and even if it were
Implementing assessment for learning in L2 writing
Task-based language teaching and the timing of written corrective feedback
Twenty-five years of research on oral and written corrective feedback in System
Student preferences vis-à-vis teacher feedback in university EFL writing classes in Japan
The effect of a digital game-based learning task on the acquisition of the English Article System
Does asking learners to revise add to the effect of written corrective feedback on L2 acquisition
The effect of highly focused versus mid-focused written corrective feedback on EFL learners’ explicit and implicit knowledge development
The efficacy of dynamic written corrective feedback for university-matriculated ESL learners
Effects of peer- versus self-editing on students’ revision of language errors in revised drafts
Comparative effects of direct written corrective feedback and AI-generated reformulation on second language learners’ depth of processing and grammatical accuracy
Written corrective feedback in second language acquisition and writing studies
Direct vs. Indirect Written Corrective Feedback
Mapping research on second language writing teachers
Useful and Appropriate
Another History for Another Psychiatry. The Patient’s View
Integrating Various Types of Feedback in L2 Writing Instruction
The efficacy of written corrective feedback
From traditional to alternative feedback
ESL learners’ perception and its relationship with the efficacy of written corrective feedback
How do English Proficiency and learning motivation shape EFL students’ emotions toward written corrective feedback
The effect of focused and unfocused indirect written corrective feedback on EFL learners’ accuracy in new pieces of writing
The effects of feedback explicitness and type of target structure on accuracy in revision and new pieces of writing
A comparison of peer, teacher and self-feedback on the reduction of language errors in student essays
Unravelling students’ perceived EFL teacher support
Task-specific writing anxiety and self-efficacy are separate from general L2 writing anxiety and self-efficacy and they have differential associations with the effects of written corrective feedback in pre-task and within-task planning
ChatGPT-generated versus human direct corrective feedback on L2 writing
The interplay between planning conditions, direct focused feedback, and individual differences in EFL learners’ second language development
The role of feedback explicitness in L2 morpheme acquisition
Fifty years of System research and projections for the future
Error logs in the second language classroom
Processing immediate written corrective feedback during online collaborative writing
Learner uptake of teacher electronic feedback in ESL composition
Research into practice
Focused written corrective feedback and linguistic target mastery
Written corrective feedback in L2 writing
Written corrective feedback studies
Teacher written corrective feedback
The Handbook of Second Language Acquisition
A First Language
The Handbook of Second Language Acquisition
The value of written corrective feedback for migrant and international students
Evidence in support of written corrective feedback
At the Interface
The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing
Reducing Composition Errors
The effect of different types of corrective feedback on ESL student writing
The Influence of Teacher Commentary on Student Revision
Feedback on second language students' writing
Implicit and Explicit Learning of Languages
The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners' Acquisition of Articles
Salience of Feedback on Error and Its Effect on EFL Writing Quality
Effects of the Red Pen
Error feedback in L2 writing classes
The Case Against Grammar Correction in L2 Writing Classes
| Unique citing works | 121 |
|---|---|
| Citations per year | 7,12 |
| Citation span | 2009 - 2026 (18) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 120 |