- Autor
- Meihami Hussein (Islamic Azad University, Ghorveh, Iran), Meihami Bahram (Islamic Azad University, Ghorveh, Iran)
- Tytuł
- Correct I or I Don't Correct Myself : Corrective Feedback on EFL Students Writing
- Źródło
- International Letters of Social and Humanistic Sciences (ILSHS), 2013, vol. 7, s. 86-95, rys., tab., bibliogr. 23 poz.
- Słowa kluczowe
- Studenci, Edukacja, Przegląd literatury, Wyniki badań
Students, Education, Literature review, Research results - Uwagi
- summ.
- Abstrakt
- The hot debate is in progress between giving corrective feedback (CF) to students to promote their writing ability and accuracy or not giving CF. This kind of dilemma that might be caused by the controversial researches that published over the last 20 years baffled teachers about giving or not giving the CF. After Truscott, J. (1996) gave a case against grammar correction in L2 writing classes and Ferris, D.R. (1999) gave a case for grammar correction the question got tougher. The essence of this experimental investigation is to explain giving written CF to the EFL students writing. For the purpose of this study, 160 EFL students of Azad University participated in an extracurricular course; there were three experimental groups and a control group. After the results were manifested, it was cleared that giving corrective feedback should be considered as a productive way in improving EFL students writing. (original abstract)
- Pełny tekst
- Pokaż
- Bibliografia
-
- Bitchener, J. (2008), Evidence in support of written corrective feedback. Journal of Second Language Writing, 17(2), 102-118.
- Bitchener, J. (2009), Measuring the effectiveness of written corrective feedback: A response to "Overgeneralization from a narrow focus: A response to Bitchener (2008)", Journal of Second Language Writing, 18(4), 276-279.
- Bitchener, J., & Knoch, U. (2008a), The value of written corrective feedback for migrant and international students. Language Teaching Research Journal, 12(3), 409-431.
- Bitchener, J., & Knoch, U. (2008b), The value of a focused approach to written corrective feedback. ELT Journal, 63 (3), 204-211.
- Bitchener, J., & Knoch, U. (2009), The relative effectiveness of different types of direct written corrective feedback. System, 37(2), 322-329.
- Bitchener, J., & Knoch, U. (2010), The contribution of written corrective feedback to language development: A ten month investigation.
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- Chandler, J. (2003), The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing.
- Cohen, A., & Calvacanti, M. (1990), Feedback on compositions: Teacher and student verbal reports. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 155-177). Cambridge: Cambridge University Press.
- Ellis, R., Loewen, S., & Erlam, R. (2006), Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language.
- Ferris, D. R. (1999), The case for grammar correction in L2 writing classes. A response to Truscott (1996). Journal of Second Language Writing, 8, 1-10.
- Ferris, D. R. (2002), Treatment of error in second language student writing. Ann Arbor: University of Michigan Press.
- Ferris, D. R. (2003), Response to student writing: Implications for second language students. Mahwah, NJ: Lawrence Erlbaum Associates.
- Ferris, D. R. (2006), Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction.
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- Truscott, J. (1996), The case against grammar correction in L2 writing classes. Language Learning, 46, 327-369.
- Truscott, J., & Hsu, A.Y.-P. (2008), Error correction, revision, and learning. Journal of Second Language Writing, 17, 292-305.1-10. Writing, 16, 40-53.
- Cytowane przez
- ISSN
- 2300-2697
- Język
- eng
