scholarly journals The Effects of Direct and Indirect Corrective Feedback on Accuracy in Second Language Writing

2018 ◽  
Vol 11 (6) ◽  
pp. 33
Author(s):  
Abbas Mustafa Abbas ◽  
Hogar Mohammed Tawfeeq
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Second Language Writing ◽  
Corrective Feedback ◽  
L2 Writing ◽  
Grammatical Accuracy ◽  
Language Writing ◽  
Post Test

The effectiveness of providing Corrective Feedback (CF) on L2 writing has long been a matter of considerable debate. A growing body of research has been conducted to investigate the value of various types of CF on improving grammatical accuracy in the writing of English as a second or foreign language. This article is mainly concerned with the role of Corrective Feedback (CF) in developing the L2 writers’ ability to produce an accurate text, and argues that CF is considered to be one of the fundamental techniques in teaching second language (L2) writing. Bearing this in mind, it attempts to maintain the effectiveness of CF on the L2 students’ abilities to develop the accuracy of their written output. This topic has recently produced a significant interest among both teachers and researchers in the areas of L2 writing and second language acquisition. A key issue to be addressed is the degree to which CF effectively helps the second language writers obtain long-term accuracy. Currently, the author of this paper has been conducting a PhD study on the effect of direct and indirect corrective feedback on the academic writing accuracy of Kurdish EFL university students, and the data was collected from writing testing samples (pre-test, post-test and delayed post-test) produced by105 undergraduate students of English department from two public universities. The results could be obtained from the study should have important implications for L2 writing practitioners and researchers.

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 The Writer, the Text and the Reader: An Exploration of  Identity in Second Language Academic Writing

2021 ◽  
Author(s):  
◽  
Kirsten Reid
Keyword(s):  
Second Language ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Second Language Writing ◽  
English For Academic Purposes ◽  
Linguistic Features ◽  
Student Writers ◽  
Language Writing ◽  
The Relationship

<p>Students studying in university contexts often find learning to write English for academic purposes especially challenging. Some of the challenges reside in acquiring the necessary skills and strategies to be successful academic writers. A less tangible consideration which has received recent attention from first and second language writing researchers is the relationship between writing and identity. How do student writers become part of a situated community in which some discourses may be privileged over others? While all writing can be a potential site of struggle, this may have particular significance for second language students who bring their own unique backgrounds and literacy histories to their academic writing and may find becoming part of a new and heterogeneous discourse community profoundly unsettling. Using case study methods, this dissertation explores the experiences of four undergraduate students as they become academic writers in a second language. It also carries out an analysis of some of the linguistic features one particular student essay to examine how writers simultaneously construct their texts and are constructed by them.</p>

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.

Studies on Positive Evidence Feedback in Second Language Writing: Status Quo and Implications

RELC Journal ◽  
2022 ◽  
pp. 003368822110729
Author(s):  
Zhenhao Cao ◽  
Zhicheng Mao
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Corrective Feedback ◽  
Research Area ◽  
Status Quo ◽  
L2 Writing ◽  
Positive Evidence ◽  
Long Term Effect ◽  
The Status ◽  
Language Writing

While a surge of research has investigated the use of reformulations and models as positive evidence feedback (PEF) in second language (L2) writing, so far no research synthesis seeking to review the status quo of this particular topic has been published. To fill the gap, the present study synthesized 23 studies on reformulations and models as PEF in L2 writing and examined the salient findings regarding three major research strands: (1) students’ noticing and incorporation from reformulations; (2) students’ noticing and incorporation from models; and (3) effects of PEF on L2 writing. Informed by the study findings, we suggest L2 teachers vary their feedback decisions with flexibility, consider individual and contextual factors in PEF practices, combine PEF and corrective feedback to maximize student learning, and provide guidance to support student actions in response to PEF. We also propose three areas for further research, namely going beyond linguistic issues to explore the potential of PEF, systematically investigating factors influencing students’ engagement with PEF, and collecting longitudinal data to examine the long-term effect of PEF. This study enhances our understanding of this emerging research area and provides implications for L2 pedagogy, as well as suggestions for future investigations.

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.

scholarly journals The Writer, the Text and the Reader: An Exploration of  Identity in Second Language Academic Writing

2021 ◽  
Author(s):  
◽  
Kirsten Reid
Keyword(s):  
Second Language ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Second Language Writing ◽  
English For Academic Purposes ◽  
Linguistic Features ◽  
Student Writers ◽  
Language Writing ◽  
The Relationship

<p>Students studying in university contexts often find learning to write English for academic purposes especially challenging. Some of the challenges reside in acquiring the necessary skills and strategies to be successful academic writers. A less tangible consideration which has received recent attention from first and second language writing researchers is the relationship between writing and identity. How do student writers become part of a situated community in which some discourses may be privileged over others? While all writing can be a potential site of struggle, this may have particular significance for second language students who bring their own unique backgrounds and literacy histories to their academic writing and may find becoming part of a new and heterogeneous discourse community profoundly unsettling. Using case study methods, this dissertation explores the experiences of four undergraduate students as they become academic writers in a second language. It also carries out an analysis of some of the linguistic features one particular student essay to examine how writers simultaneously construct their texts and are constructed by them.</p>

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.

Influences on Teachers’ Corrective Feedback Choices in Second Language Writing

2014 ◽  
Vol 6 (2) ◽  
pp. 251-282 ◽  
Author(s):  
K. James Hartshorn ◽  
Norman W. Evans ◽  
Emily Allen Tuioti
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Corrective Feedback ◽  
Language Writing

scholarly journals Syntactical Development on Second Language Writing: A Case of L2 Child Learner on Immersion Experience Abroad

2020 ◽  
Vol 4 (2) ◽  
pp. 245
Author(s):  
Hanna Sundari ◽  
Rina Husnaini Febriyanti
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Second Language Writing ◽  
Prepositional Phrases ◽  
School Year ◽  
Immersion Experience ◽  
L2 Speaking ◽  
Language Writing ◽  
Morphological Processes ◽  
One Year

Development of child language is tremendously complex, remarkable and wondrous. In a second language acquisition context, a child can acquire his second language in either acquiring both languages at the same time or learning the second language after mastering the first one. This present research is concerned to describe the syntactical development particularly for second language writing of an eight-year old child who has experienced immersion abroad for one year in L2-speaking country. The participant is an eight-year old child from Jakarta Indonesia who has experienced immersion environment in Australia for one year. The research will be carried out qualitative naturalistic research design. Not less than 38 documents of participant’s paperwork during her school year were then collected, grouped and analysed. From the findings, it is known that morphological processes on L2 such as affixes and verb changes have emerged. Meanwhile, the findings also show the development on morphemic, phrasal and sentential level on acquiring L2. Some morphemes have been acquired such as the suffix, the changing of verb, the -ing form. Moreover, post-noun prepositional phrases are the most emerged phrases. On sentential level, active declarative sentences are the most frequently appeared. However, some errors and inconsistency also occur indicating the development of her second language.

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