Written corrective feedback for individual L2 writers
Bibliographic Data
| ID | 23338596 |
|---|---|
| Authors | Dana R Ferris (University of California, Davis, corresponding author), HSIANG LIU (California State University, Sacramento), Aparna Sinha (University of California, Davis), Manuel Senna (University of California, Davis) |
| Year | 2013 |
| Volume | 22 |
| Issue | 3 |
| Pages | 307-329 |
| Publication date | 2013-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Second Language Writing (JOURNAL) |
| Journal identifiers | ISSN: 1060-3743 • E-ISSN: 1873-1422 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.jslw.2012.09.009 |
| OpenAlex | W1987069249 |
| Language | EN |
| Citations received | 73 |
| References cited | 49 |
Corrective Feedback · Mathematics education · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching · Student Assessment and Feedback
How Might Cognitive Factors Affect Iranian EFL Learners’ Response to Feedback Provided on Writing? An Individual Differences Perspective
Efficacy of Focused and Unfocused Written Corrective Feedback on EFL Learners’ Grammatical Accuracy
The Influence of Written Corrective Feedback on Students’ Learning Engagement in Writing
Student Engagement With Teacher Written Feedback in Online EFL Writing Context
Ungrading
Exploring Omani EFL Students’ Written Linguistic Accuracy Development in Disciplinary Contexts
Direct vs. Indirect Written Corrective Feedback
The Effects of Writing Anxiety and Motivation on EFL College Students’ Self-Evaluative Judgments of Corrective Feedback
Researching Feedback
The nature of feedback
Student engagement with teacher written corrective feedback in EFL writing
Academic emotions in written corrective feedback situations
Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom
Motivation and feedback
Student feedback literacy and engagement with feedback
ChatGPT-Supported Teacher Feedback on L2 Students’ Writing
Comprehensive corrective feedback on low and high proficiency writers
Timed second language writing performance
Affective, behavioural, and cognitive engagement with written feedback on second language writing
Papel de la instrucción en la elaboración, revisión y corrección de la escritura en estudiantes de psicología
Students’ engagement across a typology of teacher feedback practices
Pedagogical intentions behind teacher written feedback
Cyclical interplay between L2 writing, WCF processing and rewriting
Utility of focused/comprehensive written corrective feedback research for authentic L2 writing classrooms
Teachers’ attempts at focused written corrective feedback in situ
Understanding L2 writing teacher expertise
Understanding the impact of teacher feedback on EFL students’ use of self-regulated writing strategies
L2 student engagement with automated feedback on writing
Automated tracking of student revisions in response to teacher feedback in EFL writing
An empirical study on how cognitive diagnostic feedback affects primary school pupils’ learning of Chinese writing
From frustration to fascination
A preliminary study on flipping an English as a foreign language collaborative writing course with video clips
Improving writing teacher feedback literacy
Revisiting Students' Lack of Visible Response to Feedback in Second Language Writing
The importance of seeking feedback for benefiting from feedback
Why students fail to revise? Analysis of written metalinguistic feedback and cognitive effort on revision success
Feedback literacy and student engagement with WCF by beginner JFL learners
Learning Korean honorifics through individual and collaborative writing tasks and written corrective feedback
Percepción y reacción de estudiantes universitarios hacia distintos tipos de feedback correctivo escrito
Exploring L2 students’ experiences with an integrated teacher written and spoken feedback strategy
Development and initial validation of learner engagement with teacher written corrective feedback scale
Relative second language proficiency and the giving and receiving of written peer feedback
A comparison of peer, teacher and self-feedback on the reduction of language errors in student essays
How high-achieving and struggling learners at the novice level engage with written corrective feedback
Written corrective feedback from an ecological perspective
Methods and methodologies in second language writing research
How do English Proficiency and learning motivation shape EFL students’ emotions toward written corrective feedback
Exploring ChatGPT-supported teacher feedback in the EFL context
Mediating and being mediated
Investigating novice EFL writing teachers’ beliefs and practices concerning written corrective feedback across contexts
L2 learners' interpretation and understanding of written corrective feedback
The relationships between the growth mindset, writing feedback literacy, and feedback engagement of undergraduate students in L1 Chinese writing learning
Exploring factors contributing to feedback-seeking strategies in L2 writing
Useful and Appropriate
Analyzing writing performance of L1, L2, and Generation 1.5 community college students through Coh-Metrix
Feedback as an assessment for learning tool
Interplay among technical, socio-emotional and personal factors in written feedback research
Promoting student engagement with feedback
Designing ChatGPT-mediated feedback activities in EFL writing
Research Trends of Written Corrective Feedback in L2 Writing
Examining Students’ Responses to Teacher Translation Feedback
Written Corrective Feedback Strategies Employed by University English Lecturers
Mapping research on second language writing teachers
Written corrective feedback in L2 writing
The principle-practice gap
Comparing L1 and L2 Texts and Writers in First‐Year Composition
Supporting Second Language Writing Using Multimodal Feedback
The combined effects of task repetition and post-task teacher-corrected transcribing on complexity, accuracy and fluency of L2 oral performance
Assessing Writing in French-as-a-Foreign-Language
Effects of Teachers' Written Corrective Feedback on the Writing Achievement of First-Year Ethiopian University Students
The Differential Effects of Comprehensive Feedback Forms in the Second Language Writing Class
Toward a Motivation-Regulated Learner Engagement WCF Model of L2 Writing Performance
Exploring the Effects of Written Corrective Feedback Types on Grammatical Accuracy in L2 Writing
Written Corrective Feedback in Second Language Acquisition and Writing
Raising the linguistic accuracy level of advanced L2 writers with written corrective feedback
The value of written corrective feedback for migrant and international students
Evidence in support of written corrective feedback
Bilingualism, Heritage Language Learners, and SLA Research
Exploring the role of noticing in a three-stage second language writing task
Understanding teachers’ written feedback practices in Hong Kong secondary classrooms
Second Language Writing Research and Written Corrective Feedback in Sla
Sugaring the pill
Reducing Composition Errors
Learners’ Processing, Uptake, and Retention of Corrective Feedback on 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
Writing Conferences and the Weaving of Multi-Voiced Texts in College Composition
The Writing Conference as Performance
The effects of focused and unfocused written corrective feedback in an English as a foreign language context
Focusing on form
I Really Do Feel I'm 1.5!”
Responding to L2 Students in College Writing Classes
Grammar in the Composition Classroom
The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners' Acquisition of Articles
Student Input and Negotiation of Meaning in ESL Writing Conferences
Qualitative inquiry and research design
Error feedback in L2 writing classes
Evidence on the Effectiveness of Comprehensive Error Correction in Second Language Writing
Toward Assessing Interlanguage Performance
The Case Against Grammar Correction in L2 Writing Classes
| Unique citing works | 73 |
|---|---|
| Citations per year | 6,64 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 66 |