Written Error Feedback from Perception to Practice: A Feedback on Feedback

Abstract

Belanoff, P., & Dickson, M. (eds.). (1991). Portfolios: process and product. Portsmouth, NH: Heinemann.

Brandl, K. (1995). Strong and weak students' preferences for error feedback. Modern Language Journal, 79(2), 194-211.
http://dx.doi.org/10.1111/j.1540-4781.1995.tb05431.x

Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). New York: Pearson Education.

Caulk, N. (1994). Comparing teacher and students responses to written work. TESOL Quarterly, 28, 181-188.
http://dx.doi.org/10.2307/3587209

Cohen, A. (1987). Student processing of feedback on their compositions. In A. L. Wenden & J. Rubin (Eds.), Learner strategies in second language learning (pp. 57–69). Englewood Cliffs, NJ: Prentice-Hall.

Cohen, A. & Cavalcanti, M. (1990). Feedback on compositions: Teacher and student verbal reports. In M. Long & J. Richards (Series Eds.) & B. Kroll (Vol. Ed.), Second language writing: Research insights for the classroom (3rd ed.). New York: Cambridge University Press.

Conrad, S. M., & Goldstein, L. M. (1999). ESL students revision after teacher-written comments: Text, contexts, individuals. Journal of Second Language Writing, (8), 147-180.
http://dx.doi.org/10.1016/S1060-3743(99)80126-X

Dörnyei, Z. (2003). Questionnaires in Second Language Research: Construction, Administration, and Processing. University of Nottingham. Lawrence Erlbaum Associates publishers. Mahwah, New Jersey.

Dörnyei, Z. (2007). Research Methods in Applied Linguistics. New York: Oxford University Press.

Eskey, D. E. (1983). Meanwhile, back in the real world … Accuracy and fluency in second language teaching. TESOL Quarterly, 17, 315-323.
http://dx.doi.org/10.2307/3586663

Ferris, D. (1995). Student reactions to teacher response in multiple-draft composition classrooms. TESOL Quarterly, 29, 33–35.
http://dx.doi.org/10.2307/3587804

Ferris, D. R., & Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10, 161-184.
http://dx.doi.org/10.1016/S1060-3743(01)00039-X

Ferris, D. (2002). Responding to student errors: Issues and strategies. In D. Ferris (Ed.), Treatment of error in second language student writing (pp. 49–76). Ann Arbor, MI: The University of Michigan Press.

Ferris, D. (2003). Response to student writing: Implications for second language students. Mahwah, NJ: Lawrence Erlbaum.

Frantzen, D. (1995). The effects of grammar supplementation on written accuracy in an intermediate Spanish content course. Modern Language Journal, 79, 329-344.
http://dx.doi.org/10.1111/j.1540-4781.1995.tb01108.x

Glaser, B. (1978). Theoretical sensitivity. Mill Valley, CA: Sociology Press.

Glaser, B. G. (2001). The grounded theory perspective: Conceptualization contrasted with description. Mill Valley, CA: Sociology Press.

Glaser, B. G., & Holton, J. (2004). Remodeling Grounded Theory. Qualitative Social Research, 5(2), 1-17.

Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.

Hamp-Lyons, L., & Condon, W. (2000). Assessing the portfolio: principles for practice, theory and research. Cresskill, NJ: Hampton Press.

Hedgcock, J., & Lefkowitz, N. (1996). Some input on input: Two analyses of student response to expert feedback in L2 writing. The Modern Language Journal, 80, 287–308.
http://dx.doi.org/10.1111/j.1540-4781.1996.tb01612.x

Horowitz, D. (1986). Process not product: Less than meets the eye. TESOL Quarterly, 20, 141- 144.
http://dx.doi.org/10.2307/3586397

Hyland, K. (1990). Providing productive feedback. ELT Journal, 44(4), 279-285
http://dx.doi.org/10.1093/elt/44.4.279

Komura, K. (1999). Student response to error correction in ESL classrooms. Unpublished master’s thesis, California State University, Sacramento.

Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon Press.

Lalande, J. F. (1982). Reducing composition errors: An experiment. Modern Language Journal, 66, 140-149.
http://dx.doi.org/10.1111/j.1540-4781.1982.tb06973.x

Lee, I. (1997). ESL learners' performance in error correction in writing: Some implications for teaching. System, 25, 465-477.
http://dx.doi.org/10.1016/S0346-251X(97)00045-6

Lee, I. (2003). L2 writing teachers' perspectives, practices and problems regarding error feedback. Assessing Writing, 8, 216-237.
http://dx.doi.org/10.1016/j.asw.2003.08.002

Lee, I. (2004). Error correction in L2 secondary writing classrooms: The case of Hong Kong. Journal of Second Language Writing, 13, 285-312.
http://dx.doi.org/10.1016/j.jslw.2004.08.001

Lee, I. (2008). Understanding teachers’ written feedback practices in Hong Kong secondary classrooms. Journal of Second Language Writing, 17, 69-85.
http://dx.doi.org/10.1016/j.jslw.2007.10.001

Lee, I. (2009). Ten mismatches between teachers' beliefs and written feedback practice. ELT journal, 63, 13-22.
http://dx.doi.org/10.1093/elt/ccn010

Leki, I. (1990). Coaching from the margins: Issues in written response. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 57-68). Cambridge: Cambridge University Press.

Leki, I. (1991). The preferences of ESL students for error correction in college-level writing classes. Foreign Language Annals, 24, 203-218.
http://dx.doi.org/10.1111/j.1944-9720.1991.tb00464.x

Montgomery, J. L., & Baker, W. (2007). Teacher-written feedback: Student perceptions, teacher self assessment, and actual teacher performance. Journal of Second Language Writing, 16, 82–99.
http://dx.doi.org/10.1016/j.jslw.2007.04.002

Muncie, J. (2000). Using written teacher feedback in EFL composition classroom. ELT Journal, 54(1), 47-53.
http://dx.doi.org/10.1093/elt/54.1.47

Purves, A. C. (1992). Reflections on research and assessment in writing compositions. Research in the Teaching of English, 26(1), 106-122.

Radecki, P., & Swales, J. (1988). ESL student reaction to written comments on their written work. System, 16, 355–365.
http://dx.doi.org/10.1016/0346-251X(88)90078-4

Raimes, A. (1985). What unskilled ESL students do as they write: A classroom study of composing. TESOL Quarterly, 19, 229-258.
http://dx.doi.org/10.2307/3586828

Reid, J. (1994). Responding to ESL students' texts: The myths of appropriation. TESOL Quarterly, 28, 273-292.
http://dx.doi.org/10.2307/3587434

Rennie, C. (2000). Error feedback in ESL writing classes: What do students really want? Unpublished master’s thesis, California State University, Sacramento.

Richards, J. C., & Rogers, T. S. (2001). Approaches and methods in language teaching: A description and analysis. Cambridge: Cambridge University Press.
http://dx.doi.org/10.1017/CBO9780511667305

Robb, T., Ross, S., & Shortreed, I. (1986). Salience of feedback on error and its effect on EFL writing quality. TESOL Quarterly, 20, 83-93.
http://dx.doi.org/10.2307/3586390

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(2), 46–70.

Semke, H. (1984). The effects of the red pen. Foreign Language Annals 17, 195-202.
http://dx.doi.org/10.1111/j.1944-9720.1984.tb01727.x

Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46, 327-369.
http://dx.doi.org/10.1111/j.1467-1770.1996.tb01238.x

Truscott, J., & Hsu, A. (2008). Error correction, revision, and learning. Journal of Second Language Writing, 17, 292-305.
http://dx.doi.org/10.1016/j.jslw.2008.05.003

Warschauer, M., Turbee, L., & Roberts, B. (1996). Computer learning networks and student empowerment. System, 24, 1-14.
http://dx.doi.org/10.1016/0346-251X(95)00049-P

Zamel, V. (1982). Writing: The process of discovering meaning. TESOL Quarterly, 16,195–209.
http://dx.doi.org/10.2307/3586792

Zamel, V. (1985). Responding to student writing. TESOL Quarterly, 19, 195-202.
http://dx.doi.org/10.2307/3586773