Results 141 to 150 of about 2,531,642 (169)

Research trends in L2 written corrective feedback: A bibliometric analysis of three decades of Scopus-indexed research on L2 WCF

Journal of Second Language Writing, 2022
We conduct a bibliometric analysis to map the field of research on written corrective feedback (WCF) for L2 learning over the last 30+ years, tracking changes in the popular areas for L2 WCF research topics, outlets, highest-cited authors, and geographical origins of published L2 WCF research. Based on a collection of the metadata of 493 L2 WCF-related
Icy Lee, Peter Crosthwaite, Sulistya Ningrum   +2 more
exaly   +4 more sources

Editorial: Written Corrective Feedback (WCF): Teachers’ Knowledge, Beliefs and Practice [PDF]

Language Teaching Research Quarterly, 2021
Over the last two decades or so, largely triggered by Truscott’s seminal paper (1996), there has been an exponential growth of research interest in written corrective feedback (WCF) in L2 contexts (for a review, see Reinders & Mohebbi, 2018).
Lee, Icy, Mohebbi, Hassan
openaire   +2 more sources

ESL Learners’ Perceptions and Preferences of Written Corrective Feedback (WCF) [PDF]

Vidyodaya Journal of Humanities and Social Sciences
Despite the growing body of research examining the effectiveness of Written Corrective Feedback (WCF) in improving L2 learners’ writing accuracy, there has been a notable lack of studies investigating learners’ preferences and perceptions of WCF in the Sri Lankan context.
Withana, T. N.
openaire   +2 more sources

The effectiveness of two types of comprehensive written corrective feedback on EFL learners' writing development: Direct WCF versus Coded WCF

, 2016
The quasi-experimental study investigated the differential effects of comprehensive direct written corrective feedback (WCF) and coded WCF on 88 Chinese lowintermediate EFL learners over 13 weeks. Coded WCF was found to be more effective in reducing error rates and narrowing the range of errors in student writing than direct WCF.
Li, Y, Han, Y
openaire   +2 more sources

Which is the most effective technique for inducing learners’ attention to written corrective feedback (WCF): revision or discussion? : Approximate replication of Ekanayaka and Ellis (2020)

SSRN Electronic Journal, 2021
Ekanayaka and Ellis (2020) investigated two ways of inducing attention to written corrective feedback (WCF) – asking learners to revise their texts following feedback individually and asking them to review the corrections through peer discussion. The current study is an approximate replication.
Ekanayaka W.I., Ellis, Rod Ellis, Rod
openaire   +1 more source

The Epistemological Teacher-beliefs Towards the Implementation of Written Corrective Feedback (WCF) in ELT: A Systematic Literature Review

Journal on Language, Education, Literature, and Culture
Epistemological beliefs are "individual interpretations (beliefs) about knowledge and understanding," Epistemological teachers' beliefs refer to instructors' views on how knowledge is acquired. Teachers' EB is essential in how a teacher evaluates knowledge, justifies the organization and source of information, and, more broadly, how the learning ...
Thedy Hardi Manafe, Festif Rudolf Hoinbala   +1 more
openaire   +1 more source

Exploring written corrective feedback (WCF) in Bangladeshi secondary English writing classes: Practices, student expectations, and teacher challenges

Feedback Research in Second Language
This study explores written corrective feedback (WCF) practices in secondary level English writing classes in Bangladesh focusing on its frequency and types of WFC. It also explores the students’ preferences regarding WFC and the challenges that the teachers face related to the feedback giving process.
openaire   +1 more source

The Effects of Direct Written Corrective Feedback (WCF) on Language Preparatory School Students` IELTS Independent Writing Section Score

Canadian Journal of Language and Literature Studies, 2022
openaire   +1 more source

The effects of written corrective feedback on the accuracy of L2 writing: Comparing collaborative and individual revision behavior

Language Teaching Research, 2021
YouJin Kim
exaly