16 articles in this issue
Barry Lee Reynolds, Chian-Wen Kao
Introduction. The issue of whether or not teachers should correct second language learners’ grammatical errors has been hotly contested in the literature. Researchers who studied corrective feedback were particularly interested in determining what kinds o... see more
Lilia Raitskaya, Elena Tikhonova
Introduction. Being an essential part of teaching and learning, feedback in close connection with evaluation is the focus of many researchers. Their interest lies mainly in automated systems, learners’ and teachers’ perceptions of writing feedback and fee... see more
Nicholas Carr, Paul Wicking
Background. Studies have shown that the collaborative processing of feedback on a jointly produced text facilitates language learning in a traditional classroom. However, it is still unknown whether there are similar learning benefits when the feedback is... see more
Chunrao Deng, Xiang Wang, Shuyang Lin, Wenhui Xuan, Qin Xie
Purpose. This study adopted a mixed-method approach, including a classroom experiment and 24 in-depth interviews, to investigate the effects of two feedback techniques (coded focused and unfocused written corrective feedback) on ESL learners’ writing in a... see more
Yang Gao, Xiaochen Wang
Background. The existing literature has focused on learner perceptions or beliefs about peer review tasks over the recent decade. However, little has been known about the relationships among learner beliefs about written corrective feedback (WCF), related... see more
Esmaeil Ghaderi, Afsar Rouhi, Amir Reza Nemat Tabrizi, Manoochehr Jafarigohar, Fatemeh Hemmati
Background. Task-based language teaching (TBLT) is still attracting considerable interest from second language teachers and researchers, partly due to unresolved issues of task sequencing and task complexity. Moreover, in spite of burgeoning attention to ... see more
Steffanie Kloss, Angie Quintanilla
Background. Writing is a complex skill, even more so, if the student does not handle the generic structure of the institutionalized practices imposed on Higher Education.Purpose. The purpose of this study is to determine the effectiveness of direct and me... see more
Kendon Kurzer
Background. A primary question among L2 writing instructors is how to best deliver written corrective feedback (WCF) to support student learning. One promising WCF method is Dynamic Written Corrective Feedback, in which instructors provide unfocused/compr... see more
Abderrahim Mamad, Tibor Vígh
Background. Since the 1990s, teachers’ written corrective feedback (WCF) has been recognized as vital in addressing linguistic issues or product aspects of writing. However, it is necessary to go beyond error correction and focus on written feedback (WF) ... see more
Syed Muhammad Mujtaba, Manjet Kaur Mehar Singh, Tiefu Zhang, Nisar Ahmed, Rakesh Parkash
Background: Feedback provided to learners' writing is a construct of identifying a learner's performance, and it can be identified and trifurcated as grammatical form, location in the text, and pragmatic functions. Second language researchers worldwide co... see more
Frankie Subon, Nurul Amira Ali
Background. Providing written corrective feedback (WCF) to learners for their writing tasks is pivotal in ESL learning process.Purpose. This research aimed to examine the effects of a lecturer’s indication of errors as implicit WCF on ESL learners’ writin... see more
Kobra Tavassoli, Leila Bashiri, Natasha Pourdana
Background. Recently, there has been a growing interest in the personal attributes of raters which determine the quality of cognitive processes involved in their rating writing practice.Purpose. Accordingly, this research attempted to explore how the rati... see more
Atik Umamah, Niamika El Khoiri, Utami Widiati, Anik Nunuk Wulyani
Background. Self-regulated learning strategies play an essential role in the success of students’ learning of writing. The use of these strategies might be influenced by the student’s individual differences.Purpose. This study was conducted to describe EF... see more
Daron Benjamin Loo
Background. There is a prevailing belief that unfocused written corrective feedback may not be suitable to promote students’ academic writing development.Purpose. This perspective piece demonstrates how unfocused written corrective feedback reflects the p... see more
Chunhong Liu, Taiji Huang
Xiaowen (Serina) Xie
Innovative Approaches in Teaching English Writing to Chinese Speakers, edited by Barry Lee Reynolds and Mark Feng Teng and published by De Gruyter Mouton in 2021, addresses the needs and directions for innovation in English writing teaching. Based on the ... see more