LEARNERS' USES OF TWO TYPES OF WRITTEN FEEDBACK ON A L2 WRITING REVISION TASK

By R. Sachs, C. Polio. Studies in Second Language Acquisition, 2007

289 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/4d8296db90c768f559cf3fb066a6327145767a42

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. K. Karim
3. Jessica Williams
4. Gillian Wigglesworth
5. N. Storch
6. Mika Hama
7. R. Leow
8. Icy Lee

In Language and Linguistics

1. Hossein Nassaji
2. K. Karim
3. Jessica Williams
4. N. Storch
5. Icy Lee
6. R. Ellis
7. Alex Housen
8. Mika Hama

In Literature and Literary Theory

1. Hossein Nassaji
2. N. Storch
3. K. Karim
4. Jessica Williams
5. Icy Lee
6. Gillian Wigglesworth
7. R. Ellis
8. R. Leow

Citations in the corpus

• AN EYE FOR WORDS (2013, background): “…underlining (Izumi & Bigelow, 2000 ; Izumi, Bigelow, Fujiwara, & Fearnow, 1999 ; Uggen, 2012 ), and (c) verbalizations (e.g., Alanen, 1995 ; Hama & Leow, 2010 ; Jourdenais, Ota, Stauffer, Boyson, & Doughty, 1995 ; Leow, 1997 , 2000 ; Rosa & Leow, 2004 ; Rosa & O’Neill, 1999 ; Sachs & Polio, 2007 ).”
• LEARNERS’ PROCESSING, UPTAKE, AND RETENTION OF CORRECTIVE FEEDBACK ON WRITING (2010, background): “The few studies that have investigated the nature of learners’ engagement with the feedback provided on their writing have considered only direct forms of feedback (e.g., Qi & Lapkin, 2001 ; Sachs & Polio, 2007 ; Swain & Lapkin, 2003 ).”
• A typology of written corrective feedback types (2008, background): “A typology of corrective feedback types 103 Sachs and Polio (2007) report an interesting study that compared reformulation with direct error correction.”
• SECOND LANGUAGE WRITING RESEARCH AND WRITTEN CORRECTIVE FEEDBACK IN SLA (2010, background): “…c text after receiving written CF may be a helpful and perhaps necessary intermediate step between expert feedback about a target feature and long-term acquisition of that feature (see Ferris, 2004 , 2006 ; see also Sachs & Polio, 2007 , for a discussion and Truscott & Hsu, 2008, for a rebuttal).”
• The revision and transfer effects of direct and indirect comprehensive corrective feedback on ESL students’ writing (2018, result): “These findings add to the results of previous research that has found significant effects of WCF on revision tasks (e.g., Ashwell, 2000; Bitchener, 2008; Bitchener & Knoch, 2008, 2009a; Ferris & Roberts, 2001; Sachs & Polio, 2007).”
• LEARNING WITHOUT AWARENESS REVISITED (2010, result): “…2008 ; Bowles & Leow, 2005 ; Leow & Morgan-Short, 2004 ; Sachs & Suh, 2007 ), one has reported negative reactivity, although this study differs because the L2 was used in the verbal report (Sachs & Polio, 2007 ), and one has reported positive reactivity (Sanz, Lin, Lado, Bowden, & Stafford, 2009 ).”
• The Potential Role(s) of Writing in Second Language Development. (2012, background): “Sachs and Polio (2007) compared reformulation to error correction and found the latter resulted in more noticing but that reformulation was superior to the control condition.”
• Effects of task repetition on learners’ attention orientation in L2 oral production (2016, background): “An anonymous reviewer pointed out that their task performance might have been affected by their first protocol session (i.e. issue of reactivity; e.g. Sachs & Polio, 2007).”