scholarly journals Teacher Electronic Written Corrective Feedback, Trends and Future Directions

2021 ◽  
Vol 12 (3) ◽  
pp. 308-322
Author(s):  
Omar Abdullah Altamimi ◽  
Mona Masood
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Corrective Feedback ◽  
Future Research ◽  
Esl Students ◽  
Esl Writing ◽  
Esl Teachers ◽  
Written Corrective Feedback ◽  
Language Writing

The past two decades witnessed increased attention in the role of Written Corrective Feedback (WCF) in improving the English as a second language(ESL) students’ written linguistic accuracy. Several methods were suggested, including the use of the electronic means of providing corrective feedback. The electronic methods proved to be effective despite the limited numbers and contexts. However, the extent of these studies is still unknown. Furthermore, no comprehensive review of the studies had been conducted to date. This systematic literature review will identify and classify the research on providing ESL teachers with Electronic Written Corrective Feedback (EWCF). A survey of several experimental and analytical studies that focused on testing the effect of different methods of EWCF on ESL students was conducted, covering the period between 2006 and 2020. Two major groups of studies emerged from this research, and several gaps were identified. The research concluded with several recommendations regarding the potential tracks for future research on EWCF. The current research will serve as a guideline for ESL writing practitioners and researchers on future teacher corrective feedback in second language writing.

scholarly journals Teacher Electronic Written Corrective Feedback, Trends and Future Directions

2021 ◽  
Author(s):  
Omar Abdullah Altamimi ◽  
Mona Masood
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Corrective Feedback ◽  
Future Research ◽  
Esl Students ◽  
Esl Writing ◽  
Esl Teachers ◽  
Written Corrective Feedback ◽  
Language Writing

The past two decades witnessed increased attention in the role of Written Corrective Feedback (WCF) in improving the English as a second language(ESL) students’ written linguistic accuracy. Several methods were suggested, including the use of the electronic means of providing corrective feedback. The electronic methods proved to be effective despite the limited numbers and contexts. However, the extent of these studies is still unknown. Furthermore, no comprehensive review of the studies had been conducted to date. This systematic literature review will identify and classify the research on providing ESL teachers with Electronic Written Corrective Feedback (EWCF). A survey of several experimental and analytical studies that focused on testing the effect of different methods of EWCF on ESL students was conducted, covering the period between 2006 and 2020. Two major groups of studies emerged from this research, and several gaps were identified. The research concluded with several recommendations regarding the potential tracks for future research on EWCF. The current research will serve as a guideline for ESL writing practitioners and researchers on future teacher corrective feedback in second language writing.

SECOND LANGUAGE WRITING RESEARCH AND WRITTEN CORRECTIVE FEEDBACK IN SLA

2010 ◽  
Vol 32 (2) ◽  
pp. 181-201 ◽  
Author(s):  
Dana R. Ferris
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Corrective Feedback ◽  
L2 Writing ◽  
Future Research ◽  
Linguistic Features ◽  
Student Writers ◽  
Written Corrective Feedback ◽  
Language Writing ◽  
History Of

For more than a decade now, a great deal of research has been done on the topic of written corrective feedback (CF) in SLA and second language (L2) writing. Nonetheless, what those research efforts really have shown as well as the possible implications for practice remain in dispute. Although L2 writing and SLA researchers often examine similar phenomena in similar ways, they do not necessarily ask the same questions. SLA-focused researchers investigate whether written CF facilitates the acquisition of particular linguistic features. In contrast, L2 writing researchers generally emphasize the question of whether written CF helps student writers improve the overall effectiveness of their texts. Understanding these differences in starting points is important because it provides a possible explanation for the conflicting methodologies and conclusions of various reviews on this topic (e.g., Ferris, 2003, 2004; Truscott, 1996, 2007). This article briefly traces the history of these two parallel lines of research on written CF and notes both contrasts and convergences. It then moves to a focused discussion of the possible implications and applications of this body of work for the L2 language and writing classroom and for future research efforts.

scholarly journals The locus of written corrective feedback in various SLA theories

2021 ◽  
Vol 31 (1) ◽  
pp. 112-139
Author(s):  
Ehsan Abbaspour
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Second Language Writing ◽  
Corrective Feedback ◽  
L2 Writing ◽  
Oral Feedback ◽  
Written Corrective Feedback ◽  
Language Writing ◽  
Shed Light

Whether corrective feedback is effective in L2 writing has always been a controversial issue among Second Language Acquisition (SLA) scholars despite a vast body of research investigating the issue. This conflict is rooted in the fact that different researchers subscribe to different theories of SLA which are at times contradictory in nature. The present article reviews and investigates major SLA theories with respect to their views and stance toward the efficacy of Written Corrective Feedback (WCF) and error correction in second language writing. Many of these theories do not address the role of corrective feedback explicitly or merely focus on the role of oral feedback. Polio (2012) and Bitchener and Ferris (2012) have partially investigated the issue at stake reviewing a number of SLA theories. In this study, however, attempt is made to shed light on the role of WCF especially in the theories which are not directly concerned with L2 writing.

scholarly journals Future directions in feedback on second language writing: Overview and research agenda

2010 ◽  
Vol 10 (2) ◽  
pp. 171 ◽  
Author(s):  
Fiona Hyland
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Second Language Writing ◽  
Empirical Studies ◽  
Corrective Feedback ◽  
Research On Research ◽  
Effective Feedback ◽  
Written Corrective Feedback ◽  
Language Writing

This article provides an overview of the contributions made to this special issue on feedback by the seven papers, examining how they reflect both the growing interest in different areas of research into feedback on writing and the continuing search by teachers for more effective feedback practices. Focusing first on the papers by Van Beuningen, Storch, Evans, Hartshorn and Allen, it discusses how these papers situate written corrective feedback research in the wider area of second language acquisition research and contribute to the debate in feedback research on research design issues. This is followed by an examination of the major findings of the four situated empirical studies by Bitchener, Ma, El-ebyary and Windeatt, and Martinez and Roca, which make up the second section. Echoing the authors of these papers, this article argues that we need more longitudinal naturalistic studies, adopting both cognitive and socio-cultural SLA frameworks to investigate the role of feedback and its impact on individual learners in more depth. Finally some pedagogic implications are discussed, including the need for feedback practices which facilitate students’ abilities to self regulate and evaluate their performance, and the need to raise teachers’ awareness of the different feedback sources and modes of delivery available to them.

The Effects of Written Corrective Feedback on Chinese EFL Learners’ Acquisition of English Collocations

2015 ◽  
Vol 38 (3) ◽  
Author(s):  
Ting Wang ◽  
Lin Jiang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Corrective Feedback ◽  
Choice Test ◽  
Future Research ◽  
Control Group ◽  
Written Corrective Feedback ◽  
Facilitative Role

AbstractThe role of written corrective feedback (CF) in the process of acquiring a second language (L2) has been an issue of considerable controversies over past decades. This study thus endeavors to extend current work on written CF by investigating and comparing the effect on collocation learning of one traditional type of feedback—direct corrective feedback (DCF)—with an innovative type of error correction, feedback provided within context—situated feedback (SF). The effects of the two types of written feedback were measured by examining the accurate use of target collocations in a translation test and a multiple choice test completed by 73 intermediate EFL students in China. Three groups were formed: a DCF group, an SF group, and a control group. The study found that both treatment groups outperformed the control group in the posttests and delayed posttests and that there were significant advantages of the SF group in comparison to the DCF group in both posttests. The results suggested that the provision of written CF was helpful for collocation learning and that situational context could promote the facilitative role of written CF in language acquisition. These findings are discussed from the perspectives of both second language acquisition (SLA) theory and language pedagogy and implications for future research efforts are put forward.

scholarly journals Innovating teacher feedback with writing activities aimed at raising secondary school students’ awareness of collocation errors

2021 ◽  
Vol 11 (3) ◽  
pp. 423-444
Author(s):  
Barry Lee Reynolds ◽  
Mark Feng Teng
Keyword(s):  
Second Language ◽  
Secondary School ◽  
Secondary School Students ◽  
Second Language Writing ◽  
Corrective Feedback ◽  
Word Choice ◽  
Writing Teachers ◽  
School Students ◽  
Written Corrective Feedback ◽  
Language Writing

The study examined the types of written corrective feedback given by second language writing teachers on Taiwanese secondary school students’ collocation errors. First, the written corrective feedback that teachers provided on learners’ word choice errors was examined to uncover the types of feedback provided. Then, analysis focused on verb–noun collocations to draw attention to how students had been receiving different types of written corrective feedback from teachers on a single collocation error type. Results showed that some sentences tagged as including word choice errors only contained rule-based errors. Furthermore, for verb-noun collocation errors, teachers chose to provide indirect and direct feedback almost equally at the expense of metalinguistic feedback. Based on the results, we suggested options for second language writing teachers when providing feedback on word choice errors.

The Role of Written Corrective Feedback in Second Language Writing Practice

2018 ◽  
Vol 8 (12) ◽  
pp. 1629 ◽  
Author(s):  
Ning Fan ◽  
Yingying Ma
Keyword(s):  
Skill Acquisition ◽  
Second Language Writing ◽  
Corrective Feedback ◽  
Negative Effects ◽  
Student Writers ◽  
Written Corrective Feedback ◽  
Language Writing ◽  
Interaction Approach ◽  
Writing Practice

This paper argues that corrective feedback is effective in improving L2 student writers’ written accuracy, and what educational researchers should be concerned with is not only if corrective feedback should be used in writing practice, but also how. Two studies are analyzed to argue that corrective feedback is beneficial for students’ writing performance, but some types of feedback can lead to writing development in some aspects, while can result in negative effects in others. Also, an interaction approach and the skill acquisition theory are used to provide theoretical framework to each of the two studies, and to back up the usefulness of corrective feedback. In addition, some of the argument about the ineffectiveness of corrective feedback is refuted empirically and theoretically to further prove its effectiveness in L2 writing practice.

scholarly journals Plagiarism in second-language writing

2014 ◽  
Vol 47 (3) ◽  
pp. 269-302 ◽  
Author(s):  
Diane Pecorari ◽  
Bojana Petrić
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Writing ◽  
L2 Writing ◽  
Future Research ◽  
Writing Research ◽  
Language Writing ◽  
L1 And L2 Writing ◽  
L1 And L2

Plagiarism is a broad and multidisciplinary field of study, and within second-language (L2) writing, research on the topic goes back to the mid-1980s. In this review article we first discuss the received view of plagiarism as a transgressive act and alternative understandings which have been presented in the L1 and L2 writing literature. We then survey and identify salient themes in the growing body of work relating to plagiarism, primarily from an L2 writing/applied linguistic perspective. These themes include terminological distinctions; views of the role of textual plagiarism in language learning and a writer's development; a concern with students’ and teachers’ sometimes differing understanding of plagiarism; and disciplinary differences in perceptions of plagiarism. We review research into the role of the electronic media in changing orientations toward plagiarism, the potential role of culture as a cause of plagiarism in the work of L2 writers, and pedagogical approaches to guiding students away from plagiarism. Methodological issues in researching plagiarism are surveyed, and the article concludes by suggesting directions for future research.

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