AN INVESTIGATION INTO THE IMPACT OF CORRECTIVE FEEDBACK ON SECOND LANGUAGE LEARNERS’ WRITTEN PRODUCTION
Keywords (Original Language):
|Author Name||University of Author|
Ashwell, T. (2000). Patterns of teacher response to student writing in a multiple-draft
composition classroom: Is content feedback followed by form feedback the best
method? Journal of Second Language Writing, 9(3), 227-257.
Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of Second
Language Writing, 17(2), 102-118.
Brown, H. D. (2007). Principles of language learning and teaching (5th edition). New York:
Corder, S. (1967). The significance of learners’ errors. International Review of Applied
Linguistics, 9, 147-159.
Doughty, C. J. (2003). Instructed SLA: Constraints, compensation, and enhancement. In
C. J. Doughty & M. H. Long (Eds.), Handbook of second language acquisition (pp.
197-261). Cambridge: Cambridge University Press.
Doughty, C. & Varela, E. (1998). Communicative focus on form. In C. Doughty & J.
Williams (Eds.), Focus on form in classroom second language acquisition (pp. 114-
138). New York: Cambridge University Press.
Ellis, R. (2005). Principles of instructed language learning. System, 33(2), 209-224.
Ellis, R., Sheen, Y., Murakami, M., & Takashima, H. (2008). The effects of focused and
unfocused written corrective feedback in an English as a foreign language
context. System, 36, 353-371.
Fathman, A. & Whalley, E. (1990). Teacher response to student writing: Focus on form
versus content. In B. Kroll (Ed.), Second language writing: Research insights for
the classroom (pp. 178-190). Cambridge: Cambridge University Press.
Ferris, D. (1997). The influence of teacher commentary on student revision. TESOL
Quarterly, 31, 315-339.
Ferris, D. (1999). The case for grammar correction in L2 writing classes: A response to
Truscott (1996). Journal of Second Language Writing, 8, 1-11.
Ferris, D. (2002). Treatment of error in second language student writing. Michigan: The
University of Michigan Press.
Ferris, D. (2006). Does error feedback help student writers? New evidence on the shortand
long-term effects of written correction. In K. Hyland & F. Hyland (Eds.),
Feedback in second language writing: Contexts and issues. (pp.81-104).
Cambridge: Cambridge University Press.
Ferris, D. & Roberts, B. (2001). Error feedback in L2 writing classes. How explicit does it
need to be? Journal of Second Language Writing, 10, 161-184.
Goldstein, L. (2006). Feedback and revision in second language writing: Contextual,
teacher, and student variables. In K. Hyland & F. Hyland (Eds.), Feedback in
second language writing: Contexts and issues. (pp.185-205). Cambridge:
Cambridge University Press.
Han, Z. (2002). Rethinking the role of corrective feedback in communicative language
teaching. RELC Journal 33 (1), 1-34.
Hartshorn, J. K. (2008). The effects of manageable corrective feedback on ESL writing
accuracy. Unpublished doctoral dissertation, Brigham Young University, Provo
Hyland, F. (1998). The impact of teacher written feedback on individual writers. Journal of
Second Language Writing, 7(3), 255-286.
Hyland, F. (2000). ESL Writers and feedback: Giving more autonomy to students.
Language Teaching Research, 4(1), 33-54.
Hyland, F. (2003). Focusing on form: Student engagement with teacher feedback. System,
31 (2), 217-230.
Krashen, S. (1982). Principles and practice in second language acquisition. Oxford:
Lalande, J. F. (1982). Reducing composition errors: An experiment. The Modern Language
Journal, 66(2), 140-149.
Long, M. H. (1991). Focus on form: A design feature in language teaching methodology. In
K. Bot, R. B. Ginsberg, & C. Kramsch (Eds.), Foreign language research in crosscultural
perspectives (pp. 39-52). Amsterdam: John Benjamins Publishing
Long, M. H. (1996). The role of the linguistic environment in second language acquisition.
In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition
(pp. 413-468). San Diego, CA: Academic Press.
Long, M. H. (2000). Focus on form in task-based language teaching. In R. D. Lambert &
E. Shohamy (Eds.), Language policy and pedagogy. Essays in honor of A. Ronald
Walton (pp. 179-192). Amsterdam: John Benjamins Publishing Company.
McCargar, D. (1993). Teacher and student role expectations: Cross-cultural differences
and implications. The Modern Language Journal, 77(2), 192-207.
Montgomery, J. L. & Baker, W. (2007). Teacher-written feedback: Student perceptions,
teacher self-assessment, and actual teacher performance. Journal of Second
Language Writing, 16(2), 82-99.
Najmaddin, S. M-A. (2010). Teachers’ and students’ perceptions of types of corrective
feedback in writing. Unpublished master’s thesis, Bilkent University, Ankara.
Norris, J. & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and
quantitative meta-analysis. Language Learning, 50(3), 417-528.
Qi, D. S. & Lapkin, S. (2001). Exploring the role of noticing in a three-stage second
language writing task. Journal of Second Language Writing, 10, 277-303
Saito, H. (1994). Teachers’ practices and students’ preferences for feedback on second
language writing: A case study of adult ESL learners. TESL Canada Journal, 11,
Sakalı, R. B. (2007). Investigating changes in students’ writing feedback perceptions.
Unpublished master’s thesis, Bilkent University, Ankara.
Schmidt, R. (1990a). Deconstructing consciousness in search of useful definitions for
applied linguistics. AILA Review, 11, 11-26.
Schmidt, R. (1990b). The role of consciousness in second language learning. Applied
Linguistics, 11(2), 129-158.
Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language
instruction (pp. 3-32). Cambridge: Cambridge University Press.
Schulz, R. A. (2001). Cultural differences in student and teacher perceptions concerning
the role of grammar instruction and corrective feedback: USA-Columbia. The
Modern Language Journal, 85(2), 244-258.
Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude
on ESL learners’ acquisition of articles. TESOL Quarterly, 41, 255-283.
Sheen, Y. (2010). The role of oral and written corrective feedback in SLA. Studies in
Second Language Acquisition, 32(2), 169-179.
Storch, N. (2010). Critical feedback on written corrective feedback. International Journal of
English Studies, 10(2), 29-46.
Storch, N. & Wigglesworth, G. (2010). Learners’ processing, uptake, and retention of
corrective feedback on writing. Studies in Second Language Acquisition, 32(2),
Svalberg, A. M-L. (2007). Language awareness and language learning. Language Teaching,
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language
Learning, 46, 327-369.
Truscott, J. (2001). Selecting errors for selective error correction. Concentric: Studies in
English Literature and Linguistics, 27, 225-240.
Truscott, J. (2007). The effect of error correction on learners’ ability to write accurately.
Journal of Second Language Writing, 16(4), 255-272.
Truscott, J. & Hsu, A. Y. (2008). Error correction, revision, and learning. Journal of
Second Language Writing, 17, 292-305.
Van Beuningen, C. (2010). Corrective feedback in L2 writing: Theoretical perspectives,
empirical insights, and future directions. International Journal of English Studies,
Van Beuningen, C. G., De Jong, N. H., & Kuiken, F. (2008). The effect of direct and
indirect corrective feedback on L2 learners’ written accuracy. ITL: International
Journal of Applied Linguistics, 156, 279-296.
Zhang, S. (1995). Re-examining the affective advantages of peer feedback in the ESL
writing class. Journal of Second Language Writing, 4, 209-222.