Examining the Effect of Feedback in Beginning L2 Composition
Bibliographic Data
| ID | 8939307 |
|---|---|
| Authors | Carolyn Gascoigne (University of Nebraska at Omaha, corresponding author) |
| Year | 2004 |
| Volume | 37 |
| Issue | 1 |
| Pages | 71-76 |
| Publication date | 2004-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2004.tb02174.x |
| OpenAlex | W2004621788 |
| Language | EN |
| Citations received | 6 |
| References cited | 12 |
Although L2 teachers tend to operate under the assumption that feedback on student compositions has a profound and positive effect on student revisions, few investigations have examined the results of teacher feedback. The present study, therefore, replicated a 1997 study by Ferris on the type and effect of feedback on advanced English‐as‐a‐second‐language (ESL) composition revisions within a beginning L2 environment. Results of this investigation revealed that brief teacher commentary (4–5 words in length) in the form of imperatives tended to engender successful revisions, and by extension, that successful feedback type was dependent upon the composition environment
Composition (language · Extension (predicate logic · Linguistics · Mathematics education · Peer feedback · Computer Science · EFL/ESL Teaching and Learning · Philosophy · Psychology · Second Language Learning and Teaching · Student Assessment and Feedback
Teacher written feedback on adult beginners’ writing in a second language
The provision and efficacy of peer feedback in blogs versus paper-based writing
An analysis of pragmatic intent of written teacher feedback commentary on students’ project essays in Colleges of Education in Ghana
Moves, Intentions and the Language of Feedback Commentaries in Education
Fluency, Accuracy, and Complexity in Graded and Ungraded Writing
Autorregulación de las interacciones escritoras
On second language writing
Peer Review Negotiations
The Influence of Teacher Commentary on Student Revision
The Interaction of Instruction, Teacher Comment, and Revision in Teaching the Composing Process
Student Reactions to Teacher Response in Multiple-Draft Composition Classrooms
Responding to Student Writing
Managing the Complexity of Revising across Languages
| Unique citing works | 6 |
|---|---|
| Citations per year | 0,38 |
| Citation span | 2010 - 2022 (13) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 6 |