Arts and Humanities Commons^™

Journal Of Response To Writing 9(1) Spring 2023

Journal of Response to Writing

No abstract provided.

Written Corrective Feedback And Learner Engagement: A Case Study Of A French As A Second Language Program, Maria-Lourdes Lira-Gonzales, Antonella Valeo

Journal of Response to Writing

Within the context of second language (L2) writing, learner engagement with feedback has elicited significant theoretical and empirical interest (e.g., Zhang & Hyland, 2018; Zheng & Yu, 2018). Research has highlighted the dynamic nature of learner engagement with corrective feedback (WCF), but the ways in which learner and contextual factors impact such engagement with WCF in authentic classrooms are still underexplored (Han, 2019). Furthermore, little is known about how L2 learners engage with WCF from an ecological perspective, which considers the relationships between learners and their surrounding environments (Bronfenbrenner,1993; van Lier, 2000).

Situated in an adult French as a second …

Using Lessons From Collaboratively Processing Written Corrective Feedback, Nicholas Carr

Journal of Response to Writing

This case study investigates how two English language learners use knowledge co-constructed while collaboratively processing written corrective feedback (WCF) on jointly produced texts. It does so through the lens of sociocultural theory (SCT). This study extends the extant literature by investigating how co-constructed knowledge emerging from their interactions was manifested in subsequent individual writing and speaking tasks which were similar—but not identical—to the original collaborative writing tasks. Data were collected from video recordings of participants’ interactions as they collaboratively processed WCF; individual retrospective interviews, during which participants watched the video recordings and identified what they learned; and observation of individual …

Towards A Better Understanding Of The Complex Nature Of Written Corrective Feedback And Its Effects: A Duoethnographical Exploration Of Perceptions, Choices, And Outcomes., Eva Kartchava, Yushi Bu, Julian Heidt, Abdizalon Mohamed, Judy Seal

Journal of Response to Writing

Despite a large body of research into the benefits of corrective feedback (i.e., teachers’ reactions to students’ incorrect use of the target language), little is known about how new and experienced second-language (L2) teachers supply feedback to writing and what factors guide their decisions. This paper is a collaborative effort of 1 teacher-educator and 4 graduate students to examine the process of providing written corrective feedback (WCF) to university-level L2 learners. Findings point to complexities involved in WCF provision and the importance of examining CF holistically, as preservice teachers’ corrective choices and learners’ responses to them are often interlinked.

Acknowledgments: …

The Effects Of Dynamic Written Corrective Feedback On The Accuracy And Complexity Of Writing Produced By L2 Graduate Students, Lisa Rohm

Theses and Dissertations

What started as a discussion of the efficacy of explicit grammar instruction has over time led to a debate about the need for and effectiveness of written corrective feedback (WCF) within the field of English language teaching (ELT). Dynamic written corrective feedback (DWCF) is a relatively new strategy developed by Dr. Norman Evans to provide WCF to English as a second language (ESL) students through systematic, coded feedback. While previous studies on DWCF have looked at its effects among other groups, few studies have examined DWCF in the context of ESL students studying at the graduate level. This study analyzes …

The Effect Of Dynamic Written Corrective Feedback For Learners Of Korean, Subin Oh

Theses and Dissertations

This study investigates the effectiveness of dynamic written corrective feedback (DWCF) for intermediate learners of Korean as a foreign language (KFL) compared to traditional types of written corrective feedback. DWCF is an innovative method of providing written corrective feedback on students' writing that has primarily been used in English as a second language (ESL) settings. It aims to improve learners' linguistic accuracy and requires multilayered interaction between teachers and students. Although DWCF has been effectively used to increase linguistic accuracy in various ESL settings, it has not yet been widely applied to other language learning settings. This study demonstrates the …

Simultaneous Oral-Written Feedback Approach (Sowfa): Students’ Preference On Writing Response, Jim Hu

Journal of Response to Writing

This paper reports beliefs and preferences of second-language (L2) students regarding effective writing feedback strategies, especially conferences for oral and written feedback. Guiding the study were these questions: 1) Do L2 university students prefer to receive direct or indirect teacher feedback on written-language problems? 2) Do the students prefer to receive (a) written feedback (WF) only or (b) oral feedback (OF) in one-on-one conferences as well as WF? 3) In the case of 2(b), do the students prefer to receive OF during or after WF? The study employed mixed methods involving quantitative surveys of 30 Canadian university students from two …

L2 Learners’ Engagement With Direct Written Corrective Feedback In First- Year Composition Courses, Izabela Uscinski

Journal of Response to Writing

This study explores students’ response to direct written corrective feedback (WCF) in first-year composition courses. To that end, it focuses on analyzing students’ engagement with direct feedback and meta-awareness of the corrections provided on one of their drafts. Data include students’ revisions recorded with screen-capture software and the video-stimulated recall, which was transcribed and coded for evidence of engagement and meta-awareness. The findings of the study indicate that students’ engagement and meta-awareness may be affected by pedagogical factors, such as feedback delivery method. Based on the insights gained from this study, the author suggests that direct feedback may be more …

Review Of Written Corrective Feedback For L2 Development, Taichi Yamashita

Journal of Response to Writing

Written corrective feedback (WCF) has been increasingly attracting researchers in second language acquisition (SLA) as well as second language (L2) writing practitioners. Bitchener and Storch, two renowned WCF researchers, define WCF as “a written response to a linguistic error that has been made in the writing of a text by an L2 learner” (p. 1). This increasing interest in WCF is understandable because the implementation of WCF is time-consuming as well as pedagogically imperative. However, it is widely known that learners keep making the same error, and thus teachers’ efforts do not pay off easily. Therefore, with the increasing number …

Measures Of Written Linguistic Accuracy: Questions Of Reliability, Validity, And Practicality, Troy L. Cox, Norman W. Evans, K. James Hartshorn, Teresa Martin De Jel

Faculty Publications

Determining linguistic improvement in L2 writing requires a precise measure of linguistic accuracy. Although numerous metrics of linguistic accuracy have been used in L2 research, Wigglesworth and Foster (2008) proposed a new kind of measure—a weighted clause ratio—based on the adequacy of the writer’s conveyed meaning. This paper evaluates the validity of this metric and compares it to two of the most similar measures of linguistic accuracy currently in use: the error-free T-unit ratio and the error-free clause ratio. The data collected and analyzed in this study were drawn from over 350 writing samples generated by 81 ESL writers whose …

The Efficacy Of Dynamic Written Corrective Feedback For University Matriculated Esl Learners, Norman W. Evans, K. James Hartshorn, Diane Strong-Krause

Faculty Publications

Truscott’s (1996) indictment on error correction in second-language (L2) writing has ignited much discussion and research on the appropriateness of written corrective feedback (WCF) in L2 contexts. Out of this has emerged a body of research that suggests that WCF can positively impact the linguistic accuracy of student writing. However, these studies have examined only one or two error types. A central aspect of the efficacy of any corrective measure has to do with using feedback that is appropriate for the learner and the learning context. This paper builds on previous studies of dynamic WCF, which targets all linguistic errors …

Written Corrective Feedback: Practitioners’ Perspectives, Norman W. Evans, K. James Hartshorn, Emily Allen Tuioti

Faculty Publications

Abstract in English:

Considerable attention has been given to written corrective feedback (WCF) in second language writing (L2) over the past several decades. One of the central questions has focused on the appropriateness of its use in L2 writing. In these academic discussions, scholars frequently describe how WCF is utilized in the classroom. However, many of these claims of teacher practice have no research base, since few studies have actually asked teachers what place WCF has in their writing classroom (Ferris, et al., in press/2011a; Ferris, et al., in press/2011b; Hyland, 2003; Lee, 2004). This paucity of data from teachers …