Differential effects of focused and unfocused written correction on the accurate use of grammatical forms by adult ESL learners

By Younghee Sheen, David P. Wright, Anna Moldawa. 2009

401 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/43fac868ad2fa046cbddbd4eddf428ee6ce0b16e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Hossein Nassaji
2. Icy Lee
3. K. Karim
4. C. V. Beuningen
5. N. Storch
6. R. Ellis
7. Kazuya Saito
8. Natsuko Shintani

In Language and Linguistics

1. Hossein Nassaji
2. Icy Lee
3. K. Karim
4. C. V. Beuningen
5. N. Storch
6. Kazuya Saito
7. R. Ellis
8. R. Lyster

In Literature and Literary Theory

1. Hossein Nassaji
2. Icy Lee
3. N. Storch
4. C. V. Beuningen
5. Natsuko Shintani
6. K. Karim
7. R. Dekeyser
8. R. Lyster

Citations in the corpus

• The revision and transfer effects of direct and indirect comprehensive corrective feedback on ESL students’ writing (2018, background): “Focused feedback has been assumed to be more effective than comprehensive (or unfocused) feedback because the former directs learners’ attention more effectively to a (pre-)selected target form (e.g., Bitchener & Knoch, 2008; Ellis et al., 2008; Nassaji, 2015; Sheen, 2007; Sheen et al., 2009).”
• The Efficacy of Written Corrective Feedback in Improving L2 Written Accuracy: A Meta‐Analysis (2015, background): “Sheen et al. (2009) SL Lg program Intermediate Focused vs. unfocused Direct 2 English Composition 13.”
• Effects of written corrective feedback and language aptitude on verb tense accuracy (2019, background): “…the majority of the focused feedback studies (e.g. Bitchener, 2008; Bitchener & Knoch, 2008, 2010a, 2010b; Ellis et al., 2008; Sheen, 2007, 2010; Sheen et al., 2009) have investigated specific functions of the English article system and found that groups who received corrective feedback…”
• Corrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and Future Directions (2010, background): “The only two studies addressing this issue are Ellis et al. (2008) and Sheen, Wright, and Moldawa (2009).”
• Teacher written corrective feedback: Less is more (2019, background): “…with underlines, circles, corrections and/or error codes, they are overloaded with information that lacks a clear focus, and such cognitive and information overload (Bitchener, 2008) leaves students with little attentional capacity to cope with teacher WCF (Bitchener, 2008; Sheen et al., 2009).”
• Effects of Written Feedback and Revision on Learners’ Accuracy in Using Two English Grammatical Structures (2014, background): “Sheen, Wright, and Moldawa (2009) set out to make a clearer distinction between the two types.”