Written Corrective Feedback in Second Language Acquisition and Writing

Bitchener, John; Ferris, Dana R.

doi:10.4324/9780203832400

Cited by 406 publications

(466 citation statements)

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“…As argued by Bitchener and Ferris (2012), few teachers carry out research on feedback. 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%

“…First, this category can be related to learners' proficiency level, i.e., adult beginners. As recommended by Bitchener and Ferris (2012), low-level language students need more CWF as they are intensively acquiring the L2 lexicon, morphology and syntax. Therefore, teachers need to focus their attention on form.…”

Section: Teacher Feedback On Writingmentioning

confidence: 99%

“…A variety of feedback practices between teachers probably depends on their attitude to teaching and error correction (Ferris 2010). How the differences among teachers and their beliefs affect learners is still unclear (Bitchener & Ferris 2012).…”

Section: Teacher Feedbackmentioning

confidence: 99%

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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%

Section: Teacher Feedback On Writingmentioning

confidence: 99%

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

Jakobson¹

2015

Apples

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“…In fact, this set of studies is messier, more problematic, and more difficult to interpret than the revision studies (Bitchener & Ferris, 2012). For example, in most of the studies, a no-feedback control group was not included in the design and the absence of a control group makes it hard to argue that written CF alone led to any measurable improvements.…”

Section: The Effectiveness Of Written Cfmentioning

confidence: 99%

The Efficacy of Written Corrective Feedback and Language Analytic Ability on Chinese Learners’ Explicit and Implicit Knowledge of English Articles

Lin¹,

Xiao

2014

ELT

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This article reports on an 8-week study that investigated the differential effects of two written corrective feedback (CF) options on 92 low-intermediate EFL students' explicit and implicit knowledge of English articles and the extent to which language analytic ability might influence the effect of written CF. The study used a pretest-treatment-posttest-delayed posttest design with three groups: a direct-only correction (DOC) group, a direct metalinguistic correction (DMC) group, and a control group. The acquisition of explicit knowledge was measured by an error correction test, and implicit knowledge was measured by a picture-cued writing test. It was found that both the DOC and the DMC benefited explicit and implicit knowledge, but no significant differences were reported in their effects on each type of knowledge. This study also showed that language analytic ability mediated the effectiveness of the DOC rather than that of the DMC. These findings are discussed from the perspective of cognitive psychology and implications and suggestions for further research are put forward.

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“…Apart from illustrative pictures, other possible ways, such as one-on-one conferences or mini-lessons to small groups of learners, may also help to enrich the micro context of the provided WCF to such an extent that learners can be actively involved in the process of internalizing feedback. Future empirical studies that aim to investigate the extent to which these and other micro contextual variables can enhance the efficiency of WCF are strongly appealed for so that new implications for L2 teaching practice could be gained (Bitchener & Ferris, 2012).…”

Section: Change On Form-oriented Wcf Optionsmentioning

confidence: 99%

Studies on Written Corrective Feedback: Theoretical Perspectives, Empirical Evidence, and Future Directions

Wang¹,

Lin²

2014

ELT

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The role of written corrective feedback (WCF) in the process of acquiring a second language (L2) has been an issue of considerable controversies over past decades. This article intends to provide a critical review of the increasing number of WCF studies thus far and to inspire new perspectives for future research. It starts by briefly tracing the theoretical positions on the role of WCF in L2 instruction. Subsequently, a synthesis of empirical arguments with respect to the effectiveness of WCF, the relative merits of various WCF options, and the amenability of different error categories to WCF are presented. Based on all the evidence, two common limitations: the focus on form-oriented WCF options and the narrow range of target errors are critically discussed in the final part. It concludes by suggesting that an integration between such learning enhancing variables as micro context and written feedback, and that an extension of target structure from learners' rule-governed errors to their non rule-governed errors should be investigated in future WCF studies so that fresh insights for WCF research could be achieved on one hand and pedagogical implications for L2 classroom instruction could be offered on the other.

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Written Corrective Feedback in Second Language Acquisition and Writing

Cited by 406 publications

References 0 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

The Efficacy of Written Corrective Feedback and Language Analytic Ability on Chinese Learners’ Explicit and Implicit Knowledge of English Articles

Studies on Written Corrective Feedback: Theoretical Perspectives, Empirical Evidence, and Future Directions

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