CCML — Exchanging Marked-up Documents in a Networked Writing Classroom

1998 ◽  
Vol 11 (2) ◽  
pp. 201-214 ◽  
Author(s):  
Hiroaki Ogata ◽  
Yoneo Yano ◽  
Riko Wakita
Keyword(s):  
Writing Classroom

Death Education in the Writing Classroom

10.2190/adei ◽  
2012 ◽  
Author(s):  
Jeffrey Berman
Keyword(s):  
Writing Classroom ◽  
Death Education

scholarly journals WebQuests in EFL reading/writing classroom

2010 ◽  
Vol 2 (2) ◽  
pp. 3524-3527 ◽  
Author(s):  
Zeynep Kocoglu
Keyword(s):  
Writing Classroom

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.

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