Comparative effects of direct written corrective feedback and AI-generated reformulation on second language learners’ depth of processing and grammatical accuracy
Bibliographic Data
| ID | 11989308 |
|---|---|
| Authors | Yoko Fujisawa (0009-0005-0589-3033, Kansai University), Natsuko Shintani (0000-0003-3277-9736, Kansai University, corresponding author) |
| Year | 2025 |
| Volume | 133 |
| Pages | 103765-103765 |
| Publication date | 2025-07-03 |
| 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.2025.103765 |
| OpenAlex | W4412013231 |
| Language | EN |
| Citations received | 2 |
| References cited | 39 |
Corrective Feedback · Linguistics · Mathematics education · Natural language processing · Computer Science · EFL/ESL Teaching and Learning · Philosophy · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching · Artificial Intelligence
The value of written corrective feedback for migrant and international students
Interaction and Second Language Learning
Exploring the role of noticing in a three-stage second language writing task
The Efficacy of Written Corrective Feedback in Improving L2 Written Accuracy
Focus on Form
A typology of written corrective feedback types
Talking it through
Methodological synthesis of research on the effectiveness of corrective feedback in L2 writing
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 Contribution of Written Corrective Feedback to Language Development
The Effect of Direct and Indirect Corrective Feedback on L2 Learners’ Written Accuracy
Reformulation
The effect of focused and unfocused indirect written corrective feedback on EFL learners’ accuracy in new pieces of writing
The effects of focused and unfocused written corrective feedback in an English as a foreign language context
Improving reference cohesion in young EFL learners’ collaboratively written narratives
Student Reactions to Teacher Response in Multiple-Draft Composition Classrooms
How Deeply Do Second Language Learners Process Written Corrective Feedback? Insights Gained From Think‐Alouds
Written Languaging, Direct Correction, and Second Language Writing Revision
The Effectiveness of Corrective Feedback in SLA
Effects of Written Feedback and Revision on Learners' Accuracy in Using Two English Grammatical Structures
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |