Written corrective feedback in L2 writing: Connors & Lunsford (1988); Lunsford & Lunsford (2008); Lalande (1982)

2015 ◽  
Vol 48 (4) ◽  
pp. 531-544 ◽  
Author(s):  
Dana Ferris
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
L2 Writing ◽  
Student Writing ◽  
Composition And Rhetoric ◽  
Research Paradigms ◽  
The Past ◽  
Written Corrective Feedback ◽  
Language Studies ◽  
Quasi Experimental

Written corrective feedback (CF) has been the most heavily researched topic in second language (L2) writing over the past 20 years. As a recent research timeline article in this journal (Ferris 2012; see also Bitchener & Ferris 2012) shows, studies of error correction in student writing have crossed disciplines (composition and rhetoric, foreign language studies, applied linguistics) and have utilized a range of research paradigms, including descriptive text analysis, quasi-experimental designs, and quantitative and qualitative classroom research. This article highlights two landmark studies on this topic, both from the 1980s, representing two of these research traditions. It explains why replication of these two studies would further advance our knowledge about written CF and makes specific suggestions about how the replications should be completed.

scholarly journals Effects of Written Corrective Feedback: A Synthesis of 10 Quasi-Experimental Studies

2020 ◽  
Vol 13 (7) ◽  
pp. 97
Author(s):  
Albatool Abalkheel ◽  
Tara Brandenburg
Keyword(s):  
Meta Analysis ◽  
Harmful Effect ◽  
Corrective Feedback ◽  
Experimental Studies ◽  
Language Teachers ◽  
Student Writing ◽  
Written Feedback ◽  
Written Corrective Feedback ◽  
Quasi Experimental ◽  
Over Time

Many language teachers spend countless hours correcting student writing in hopes of improvement in accuracy, but as of yet, there has been little consensus regarding the efficacy of written corrective feedback (CF) or the type of CF that is most efficient. Although many studies have been conducted on the topic, conflicting results have arisen. In this meta-analysis, ten quasi-experimental studies of written corrective feedback are examined to analysis the overall effect of CF and compare the variations of CF. It is shown that written corrective feedback in general is inconclusive as a predictor of student improvement in writing over time and the efficacy of the feedback depends on its focus. It is also shown that focused written feedback has any overall positive effect on student’s writing, whereas comprehensive written feedback has the potential to have a harmful effect on student’s writing over time.

Written corrective feedback in second language acquisition and writing studies

2012 ◽  
Vol 45 (4) ◽  
pp. 446-459 ◽  
Author(s):  
Dana R. Ferris
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Corrective Feedback ◽  
Writing Studies ◽  
The Past ◽  
Grammar Correction ◽  
Written Corrective Feedback ◽  
Language Studies ◽  
Controversial Topic

Written corrective feedback, referred to hereafter as ‘written CF’ and also known as ‘grammar correction’ or ‘error correction’, has been a controversial topic in second language studies over the past fifteen years. Inspired by John Truscott's thought-provoking 1996 essay inLanguage Learning, many different researchers have undertaken new programs of investigation, while others have engaged in scholarly synthesis and argumentation around the topic.

scholarly journals Effects of Written Corrective Feedback on Explicit and Implicit Knowledge

2016 ◽  
Vol 21 (1-2) ◽  
pp. 74-85
Author(s):  
Mitra Samiei ◽  
Tam Shu Sim
Keyword(s):  
Explicit Knowledge ◽  
Corrective Feedback ◽  
Implicit Knowledge ◽  
Control Group ◽  
Short Term ◽  
The Past ◽  
Written Corrective Feedback ◽  
Quasi Experimental ◽  
Implicit And Explicit

This study is an examination of the effect of the different degrees of explicitness of written corrective feedback (WCF) on implicit and explicit knowledge of the target structure (past simple tense) in the short term and long term. There were four experimental groups including a control group, in this quasi-experimental study which received different degrees of explicit WCF. This study sought to investigate whether or not written corrective feedback could also be effective in targeting the problematic error category in the texts of FL writers. Past simple test was known as the problematic structure based on the result of the pre-test, though their level of proficiency was intermediate. It was found that both metalinguistic and direct WCF could affect the participants’ explicit knowledge of the past simple tense in the short term and long term; the indirect WCF on the other hand, could only affect the explicit knowledge in the short term and the reformulation was the only kind of WCF that did not have any effect on the explicit knowledge of the past simple tense. Moreover, all the experimental groups’ implicit knowledge improved in the short term; however, this improvement was sustained in the long term for the metalinguistic and indirect groups only. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page:74-85

scholarly journals Sustaining University English as a Foreign Language Learners’ Writing Performance through Provision of Comprehensive Written Corrective Feedback

2021 ◽  
Vol 13 (15) ◽  
pp. 8192
Author(s):  
Xiaolong Cheng ◽  
Lawrence Jun Zhang
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Comparison Group ◽  
Empirical Studies ◽  
Corrective Feedback ◽  
Foreign Language Learners ◽  
Written Corrective Feedback ◽  
Quasi Experimental ◽  
Product Approach

Writing is regarded as a crucial skill in English language curricula at the secondary and tertiary levels in the Chinese education system. Currently, Chinese teachers of English as a foreign language (EFL) often adopt a product approach to teaching EFL writing, in which they emphasize the quality of their students’ written products and show little concern with the writing process. To help L2 learners achieve sustainable development of their writing proficiency, teachers employ a comprehensive approach to correct their students’ language errors as a common practice. However, empirical studies regarding its efficacy on different dimensions of L2 writing are insufficient. This study intended to fill this lacuna in a Chinese EFL context, which investigated the effects of sustained comprehensive written corrective feedback (WCF) on accuracy, complexity, fluency, and content and organization quality of EFL students’ writing. Quasi-experimental in design, it involved a comparison group and a treatment group receiving four sessions of direct comprehensive WCF. Results show that such WCF contributed to writing accuracy and fluency over time. Our textual analysis further reveals that it particularly benefited students’ grammatical accuracy, reducing some rule-based grammatical error types. However, it showed limited effects on complexity, content, or organization of students’ writing. Interestingly, the comparison group did not improve any dimensions of their writing. Possible implications are also discussed.

Issues of Error Selection for Focused Written Corrective Feedback in Authentic Classroom Contexts

RELC Journal ◽  
2021 ◽  
pp. 003368822110284
Author(s):  
Icy Lee ◽  
Na Luo ◽  
Pauline Mak
Keyword(s):  
Second Language Writing ◽  
Good Practice ◽  
Corrective Feedback ◽  
Real Life ◽  
Target Language ◽  
Student Writing ◽  
Written Corrective Feedback ◽  
Language Writing ◽  
Quasi Experimental ◽  
Authentic Classroom

In conventional written corrective feedback (WCF) practice, teachers spend an inordinate amount of time identifying every error in student writing. Research evidence suggests that such a comprehensive WCF approach is both undesirable and ineffective. Recent research has shown that focused WCF, where teachers respond to errors selectively, is a good practice since it is more manageable and less discouraging for students. Much of existing WCF research on focused WCF, however, has adopted the experimental or quasi-experimental design, involving a very small number of error categories, without paying attention to the real-life classroom conditions in which WCF takes place. To fill the research gap, the present study investigates how two secondary teachers select target language features for focused WCF and the issues that arise from their WCF practice. The paper provides pedagogical implications that contribute to our understanding of how teachers can go about selecting errors for focused WCF in authentic second language writing classrooms, as contrasted with experimental classrooms.

scholarly journals Written Corrective Feedback: The Practitioners’ Perspective

2010 ◽  
Vol 10 (2) ◽  
pp. 47 ◽  
Author(s):  
Norman W. Evans ◽  
K. James Hartshorn ◽  
Emily Allen Tuioti
Keyword(s):  
Second Language Writing ◽  
Corrective Feedback ◽  
Writing Pedagogy ◽  
L2 Writing ◽  
Writing Classroom ◽  
Writing Teachers ◽  
Written Corrective Feedback ◽  
Language Writing ◽  
Fundamental Research ◽  
Research Questions

Considerable attention has been given to written corrective feedback (WCF) in second language writing (L2) over the past several decades. One of the central questions has focused on the appropriateness of its use in L2 writing. In these academic discussions, scholars frequently describe how WCF is utilized in the classroom. However, many of these claims of teacher practice have no research base, since few studies have actually asked teachers what place WCF has in their writing classroom (Ferris, et al., in press/2011a; Ferris, et al., in press/2011b; Hyland, 2003; Lee, 2004). This paucity of data from teachers about their WCF practices is problematic. Understanding teacher perspectives on corrective feedback is integral to our understanding the place of WCF in L2 writing pedagogy. Accordingly, this article reports on a study that asks two fundamental research questions: (a) To what extent do current L2 writing teachers provide WCF? and (b) What determines whether or not practitioners choose to provide WCF? These questions were answered by means of an international survey completed by 1,053 L2 writing practitioners in 69 different countries. Results suggest that WCF is commonly practiced in L2 pedagogy by experienced and well-educated L2 practitioners for sound pedagogical reasons.

scholarly journals The Role of Written Corrective Feedback in Developing Writing in L2

2014 ◽  
Vol 11 (2) ◽  
pp. 89-98
Author(s):  
Gabrijela Petra Nagode ◽  
Karmen Pižorn ◽  
Mojca Juriševič
Keyword(s):  
Corrective Feedback ◽  
Educational Background ◽  
L2 Writing ◽  
Young Learners ◽  
Written Corrective Feedback ◽  
Sociocultural Perspectives ◽  
History Of ◽  
Giving Feedback ◽  
Cognitive Perspectives

Feedback plays an important role in developing L2 writing in young learners. The article provides a brief overview of the history of giving feedback and of some contemporary views within this field. Special attention is paid to cognitive perspectives, such as the influence of written corrective feedback on shortterm memory, the influence of focused and unfocused written corrective feedback on error correction, the influence of written corrective feedback on a particular category of error, the influence of direct and indirect written corrective feedback and combinations of various types of written corrective feedback, and the influence of educational background and L2 learning background on the effectiveness of written corrective feedback in terms of sociocultural perspectives. The main aim of the article is to present readers (especially teachers) with the variety of aspects of giving written corrective feedback in developing L2 writing and thus in enabling young learners to develop their L2 writing skills more effectively.

scholarly journals Online Peer Feedback in Beginners’ Writing Tasks

2013 ◽  
Vol 43 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Constanza Tolosa ◽  
Martin East ◽  
Helen Villers
Keyword(s):  
Foreign Language ◽  
Exploratory Study ◽  
Corrective Feedback ◽  
Online Communication ◽  
The Body ◽  
Online Environment ◽  
Tutoring Program ◽  
Written Corrective Feedback ◽  
Reciprocal Peer Tutoring ◽  
Made In

This study contributes to the body of research that aims to understandthe relationship between online communication and foreign language(FL) learning, in particular when teachers seek to provide authenticopportunities for interaction for their learners. The study wasmotivated by efforts made in the New Zealand context to overcome thegeographic limitations of interaction between FL learners and nativespeakers. We report on the findings of an exploratory study into anonline reciprocal peer tutoring program established to enhance the FLlearning of a group of beginner eleven-year old students of Spanish,with particular focus on the benefits of written corrective feedback. Theproject aimed to examine the processes by which students tutored eachother in the online environment as they responded to each other’s texts.The analysis of the students’ messages focused on (1) the aspects oflanguage corrected by the tutors, (2) the frequency with which tutorsaccurately identified and provided input on errors, (3) the types offeedback provided by the tutors, and (4) what the learners did with thecorrections and feedback. The findings indicate that the students werewilling to contribute to peer correction and used different strategiesand correction techniques to foster attention to linguistic form,although they were not always capable of providing accurate feedbackor metalinguistic explanations.

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