Results 111 to 120 of about 62,934 (151)

Researching Oral Feedback in the Foreign Language Classroom [PDF]

, 2018
Csepes, Ildiko
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The Inconclusive Effectiveness of Indirect, Coded and Direct Written Corrective Feedback on EFL Student Writing

English Language Teaching
This article examines the effectiveness of written corrective feedback (WCF) on the writing of EFL students at a Japanese university. WCF as a research topic has matured over the past several decades, drawing scrutiny in the process. The emergence of communicative language instruction, which sought to destigmatize grammatical errors while de ...
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The Investigation of Teacher’s Indirect Written Corrective Feedback on Students’ Writing

Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018), 2019
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Effects of the Different Types of Indirect Corrective Feedback on Grammatical Error Correction and Sentence-Level Writing Ability

Korean Journal of Elementary Education, 2015
null Lee, Sun Meen, null Taeeun Kim
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The potential of automated corrective feedback to remediate cohesion problems in advanced students’ writing [PDF]

, 2017
Cho, Halliday, Schmidt
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REPORT FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT, THE COUNCIL AND THE COURT OF AUDITORS Synthesis of the Commission’s management achievements in 2014. COM (2015) 279 final, 3.6.2015 [PDF]

, 2015

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Mirror, mirror on the wall: The role for neuroscience in comparative psychotherapy research [PDF]

, 2013
Swanepoel, Annie
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The effect of unfocused indirect written corrective feedback on errors

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Indirect and Direct Feedback in L2 Composition: Using Corrective Feedback (CF) in Japanese EFL

Indirect and Direct Feedback in L2 Composition: Using Corrective Feedback (CF) in Japanese EFL
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The Long-term Effect of Indirect Selective and Indirect Comprehensive Corrective Feedback on Improving Writing Accuracy

Abyssinia Journal of Business and Social Sciences , 2023
Abstract This study investigated the comparative effectiveness of indirect selective and indirect comprehensive written corrective feedback in  improving the writing accuracy of first year university students. For this purpose, students in two sections (N=52) who were taught a  writing course by one teacher were purposely selected, and were
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