The efficacy of dynamic written corrective feedback for university-matriculated ESL learners
Bibliographic Data
| ID | 11988015 |
|---|---|
| Authors | NORMAN EVANS (0000-0002-4434-1558, Brigham Young University, corresponding author), NORMAN W EVANS, K JAMES HARTSHORN (0000-0002-0629-7410, Brigham Young University), DIANE STRONG‐KRAUSE (Brigham Young University), Diane Strong-Krause |
| Year | 2011 |
| Volume | 39 |
| Issue | 2 |
| Pages | 229-239 |
| Publication date | 2011-05-22 |
| 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.2011.04.012 |
| OpenAlex | W1967776184 |
| Language | EN |
| Citations received | 16 |
| References cited | 37 |
Context (archaeology · Corrective Feedback · Linguistics · Mathematics education · Process (computing · Programming language · Computer Science · Educational and Psychological Assessments · EFL/ESL Teaching and Learning · History · Psychology · Student Assessment and Feedback
The Efficacy of Written Corrective Feedback in Improving L2 Written Accuracy
An investigation into current measures of linguistic accuracy in second language writing research
Methodological synthesis of research on the effectiveness of corrective feedback in L2 writing
Comprehensive corrective feedback on low and high proficiency writers
Timed second language writing performance
Undergraduate EFL learners’ preferences for three different types of written corrective feedback
Teachers’ attempts at focused written corrective feedback in situ
The importance of seeking feedback for benefiting from feedback
The effects of focused and unfocused written corrective feedback and teacher instruction on L2 writers’ accuracy in using countable and uncountable nouns
A suggested model of corrective feedback provision
Feedback, Response, and Learner Development
ESL learners’ perception and its relationship with the efficacy of written corrective feedback
The effect of focused and unfocused indirect written corrective feedback on EFL learners’ accuracy in new pieces of writing
Collaborative writing in the EFL classroom
The Effect of Joint Production on the Accuracy and Complexity of Second Language Writing
Dynamic Written Corrective Feedback in Developmental Multilingual Writing Classes
Second language development in writing
Statistical Power Analysis for the Behavioral Sciences
Synthesizing Research on Language Learning and Teaching
Dynamic assessment of L2 development
The value of written corrective feedback for migrant and international students
Evidence in support of written corrective feedback
Automaticity and automatization
The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing
The effect of different types of corrective feedback on ESL student writing
The American Heritage dictionary of the English language.
The Contribution of Written Corrective Feedback to Language Development
Teaching ESL Composition, Purpose, Process, and Practice
The effects of focused and unfocused written corrective feedback in an English as a foreign language context
The relative effectiveness of different types of direct written corrective feedback
Improving accuracy is not the only reason for writing, and even if it were
Feedback on second language students' writing
Responding to Student Writing
Writing
Process, Not Product
The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners' Acquisition of Articles
Effects of Dynamic Corrective Feedback on ESL Writing Accuracy
The Composing Processes of Advanced ESL Students
The Case Against Grammar Correction in L2 Writing Classes
A power primer
| Citations per year | 1.33 |
|---|---|
| Citation span | 2014 - 2026 (13) |
| Highly cited | No |