The value of a focused approach to written corrective feedback
By J. Bitchener, U. Knoch. 2009
274 citations recorded by the source corpus.
Subfields: Education, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/2b87f4193534f0e519fdb59f40af53fb9820f245
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Citations in the corpus
- Corrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and Future Directions (2010, background): “Most recent CF research explored the effects of focused CF (e.g. Bitchener, 2008; Bitchener & Knoch, 2008; Bitchener & Knoch, 2009; Bitchener & Knoch, 2010a; Bitchener & Knoch, 2010b; Ellis et al., 2008; Sheen, 2007; Sheen, 2010b).”
- The Efficacy of Written Corrective Feedback in Improving L2 Written Accuracy: A Meta‐Analysis (2015, background): “When the same experimental result was reported in multiple published studies, as in Bitchener and Knoch (2009, 2010a), only one was included in themeta-analysis.”
- Teacher written corrective feedback: Less is more (2019, background): “For example, the studies by Bitchener (2008, 2012), Bitchener and Knoch (2008, 2009a, 2009b) and Sheen (2007), which involved feedback on two functional uses of the article system, showed the effectiveness of focused WCF in improving students’ written accuracy.”
- Evaluating the effectiveness of explicit instruction on implicit and explicit L2 knowledge (2012, background): “Some have reported statistically significant positive effects (Bitchener & Knoch, 2009; R. Ellis et al., 2008), some limited gains (Huong, 2005; Shimamune & Jitsumori, 1999; Shiozawa & Simmons, 1995), while one study found no significant effect compared to the control (Brender, 2002).”