Results 11 to 20 of about 1,754,801 (280)
The Effect of Direct and Indirect Corrective Feedback on Students’ Spelling Errors [PDF]
Profile: Issues in Teachers' Professional Development, 2011 The study presented here is an attempt to examine the role of indirect feedback in promoting junior high school students' spelling accuracy in English. It compares the effect of direct feedback with indirect feedback on students' written work dictated by
Sasan Baleghizadeh, Mehdi Dadashi
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INDIRECT WRITTEN CORRECTIVE FEEDBACK (WCF) IN TEACHING WRITING
Academic Journal Perspective : Education, Language, and Literature, 2020 Indirect Written Corrective Feedback (WCF) is a type of feedback on linguistic errors without giving the correct target form. This type of feedback is recommended under the consideration that teachers are not editors, but facilitators who provide hints to assist students work on their own text.
Haris Budiana, Mahmud Mahmud
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The Effect of Direct and Indirect Corrective Feedback on L2 Learners’ Written Accuracy [PDF]
ITL - International Journal of Applied Linguistics, 2008 Abstract Among scholars there is disagreement on the benefits of corrective feedback on second language learners’ written output. While some researchers advocate the usefulness of corrective feedback, Truscott claims that all error correction is unnecessary, ineffective, and even harmful, in that it diverts time and energy away from
Catherine van Beuningen +2 more
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Students’ Perception to the Use of Indirect Corrective Feedback in Writing Recount Text [PDF]
International Journal of Education, Language, and Religion, 2020 Providing written corrective feedback is a necessity to help language learner improve accuracy. This research aims to seek out students’ response toward the use of Indirect Corrective Feedback to reduce error on students’ recount text. Tenth graders of SMAN 1 Meulaboh were the sample of this study and observed during the correction. Data from the close-
Endah Anisa Rahma +2 more
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CORRECTIVE FEEDBACK IN L2 WRITING: A Study of Practices and Effectiveness in the Bahrain Context [PDF]
, 2013 This study had the following aims: (1) to investigate the feedback and teaching practices of L2 writing at the University of Bahrain through classroom observations; (2) to investigate the effectiveness of two types of written corrective feedback (a ...
Mubarak, Mohamed
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HeliyonWritten corrective feedback (hereafter WCF) has gained great emphasis from a considerable number of studies in second language (L2) writing history; however, an increasing number of previous studies have stressed its importance in helping learners ...
Baymot Mekuriaw Wondim +2 more
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Corrective Feedback, Self-Esteem and Mathematics Learning Outcomes
Al-Jabar, 2021 One of the strategies to respond the formative assessment results is corrective feedback. Through corrective feedback, it can be verified and elaborated the part of each items where an error occurs which must be reviewed and corrected by students based ...
Zubaidah R +4 more
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Indonesian Journal of Applied Linguistics, 2021 There has been extensive discussion on the need to use corrective feedback in writing within foreign language learning. Essentially, corrective feedback is one of the important tools in improving students’ skills in learning a language.
Mohd Azrul Azlen Abd Hamid +2 more
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Assessing the Effect of Direct and Indirect Corrective Feedback in Process-based vs Product-based Instruction on Learners’ Writing [PDF]
, 2021 The present study peruses EFL learners in a kind of process-product approach in writing and investigates the possible effects of teachers’ direct and indirect corrective feedback in four English language institutes in Isfahan, Iran.
Mojgan Khaki,Hossein Heidari Tabrizi
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Teachers’ translanguaging practices in providing written corrective feedback: An exploratory study of learners’ affective engagement with feedback [PDF]
, 2023 The present study investigated five intermediate English learners’ affective engagement with teacher-generated written corrective feedback. In addition, the mediating effects of the teacher’s translanguaging practices were examined.
Hooman Saeli,Payam Rahmati,Svetlana Koltovskaia
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