The effects of focused and unfocused written corrective feedback in an English as a foreign language context

Ellis, Rod; Sheen, Younghee; Murakami, Mihoko; Takashima, Hide

doi:10.1016/j.system.2008.02.001

Cited by 517 publications

(658 citation statements)

References 21 publications

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“…Several researchers have highlighted the need for teacher research due to reasons such as the need for useful results, field-based research which looks at CF in practice (Bitchener & Ferris 2012), finding effects of teacher feedback practices (Magno & Amarles 2011) and investigating naturalistic exposure in classroom settings (Ferris 2010;Storch & Wigglesworth 2010). Moreover, it is difficult to examine the relationship between the learners and the teacher who gives the feedback with experimental methods (Ellis 2010;Ellis et al 2008). …”

Section: Teacher Feedbackmentioning

confidence: 99%

Holistic perspective on Feedback for adult beginners in an online course of Swedish

Jakobson¹

2015

Apples

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Section: Teacher Feedbackmentioning

confidence: 99%

Holistic perspective on Feedback for adult beginners in an online course of Swedish

Jakobson¹

2015

Apples

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“…Hence, as Ferris (2002) and Truscott (1999) declare, further investigations are needed which observe the long-term impacts of such kinds of feedbacks and not simply compares the impacts of existence of them. Latterly, a number of recent studies (Sheen, 2007; Ellis, Sheen, Murakami, & Takashima, 2008) have also produced evidences to show that written corrective feedback can be beneficial in language acquisition. Hence current researches have shifted from examining efficacy of corrective feedback to investigations of which types of them impacts better.…”

Section: Theory and Practice In Language Studiesmentioning

confidence: 99%

Collaborative Negotiated Feedback versus Teacher-written Feedback: Impact on Iranian Intermediate EFL Learners’ Writing

Marzban¹,

Sarjami²

2014

TPLS

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Abstract-Nowadays, having a good mastery in writing skills plays a pivotal role in achieving success. Hence, it seems that further improvement in teaching writing in general, and providing corrective feedback on students' errors in particular, might be necessary. There is no doubt that teacher written feedback plays an essential role in English writing classes. However, in spite of tremendous contribution of time and attempt from teachers and students, the feedback provision process is yet far away from ideal. Thus, a search for potential ways to improve the effectiveness of providing corrective feedback makes the motivation for this research study. The current study aimed at exploring the impact of Collaborative Negotiated Feedback on Iranian intermediate EFL learners' writing and compared it with Teacher-written feedback. The study involved two groups of Iranian Intermediate EFL learners (30 students in each), consisting male and female, aged from 19 to 25, who were chosen through convenience sampling. In both groups, the same materials regarding different kinds of essay and paragraph organization were covered and implemented. While experimental group was provided with collaborative negotiated feedback, the control group was provided with the teacher's written feedback during the sessions. After Carrying out the treatment, the mean scores of the extracted data from pre-test/post-test of both groups were compared using independent sample t-test. The present researcher came to this conclusion that participants of the experimental group, who were exposed to collaborative negotiated feedback, outperformed the other group. The triangulation of three different sources; Pre/Post-test comparison, the questionnaire and interviews provide evidences in support of the efficacy of Collaborative Negotiated Feedback.

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“…Without this scrutiny, learning can be impaired (Brown, 2009;Schulz, 2001). The feedback wars between Truscott (1996Truscott ( , 1999Truscott ( , 2007 and Ferris and others (e.g., Chandler, 2003;Ferris, 1999;Bitchener, 2008;Bitchener & Knock, 2008;Bitchener, Young, & Cameron, 2005;Ellis, Sheen, & Murakami, 2008;Sheen, 2007;Russell Valezy, & Spada, 2006, among others) remain inconclusive, however, I believe that feedback can be helpful and can augment the skills of L2 writers (see also Ferris, 1995;Ferris, Pezone, Tade, & Tinti, 1997;Flower, Hayes, Carey, Schriver, & Stratman, 1986;Hyland, 1998;Hyland & Hyland, 2006;Keh, 1990;Sommers, 1982;Elbow, 2002).…”

Section: Introductionmentioning

confidence: 99%

Feedback on the Feedback: Sociocultural Interpretation of Saudi ESL Learners’ Opinions about Writing Feedback

Mustafa

2012

ELT

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This qualitative study employed informal conversational interviews and semi-structured individual interviews to capture the Saudi students' opinions about the feedback they receive, and about their perceptions on what constitutes helpful feedback. Sociocultural theory was used as the framework of this study. The findings suggest that the Saudi students do not think highly of the feedback, and that the feedback they desire is markedly different from what they receive. The students mentioned several impediments to feedback. From a sociocultural perspective, the feedback practices do not adhere to the best practices of the theory, resulting in major hindrances to the students' learning/writing development.

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The effects of focused and unfocused written corrective feedback in an English as a foreign language context

Cited by 517 publications

References 21 publications

Holistic perspective on Feedback for adult beginners in an online course of Swedish

Holistic perspective on Feedback for adult beginners in an online course of Swedish

Collaborative Negotiated Feedback versus Teacher-written Feedback: Impact on Iranian Intermediate EFL Learners’ Writing

Feedback on the Feedback: Sociocultural Interpretation of Saudi ESL Learners’ Opinions about Writing Feedback

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