Cultural Differences in Student and Teacher Perceptions Concerning the Role of Grammar Instruction and Corrective Feedback: USA-Colombia.

By R. Schulz. 2001

605 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/4de5989bf0aa3b253a5631be92b8a9f20732ea47

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Citations in the corpus

Student perceptions of hidden messages in teacher written feedback (2013, background): “Here studies have found strong student support for corrective grammar feedback (e.g. Schulz, 2001) but the benefits of this may be limited to improvements in a subsequent draft rather than to longer term learning (Truscott & Hsu, 2008).”
Feedback‐Seeking Behavior in Language Learning: Basic Components and Motivational Antecedents (2019, positive): “These findings confirm that teachers’ concerns regarding the uninhibited provision of CF (e.g., Davis, 2003; Lee, 2013; Schulz, 1996, 2001) are not unsubstantiated.”
COUNTERPOINT PIECE: THE CASE FOR VARIETY IN CORRECTIVE FEEDBACK RESEARCH (2013, background): “Surveys of teachers in different contexts have shown that teachers feel that CF is important (Schulz, 2001 ) and that teachers prefer to recast learners’ errors (Bell, 2005 ).”
Taking teacher education to task: Exploring the role of teacher education in promoting the utilization of task-based language teaching (2010, background): “In a study of second language students in the USA and Colombia, Schulz (2001) found that students from both countries strongly supported explicit grammar instruction and corrective feedback.”
Teachers' Beliefs in English Language Teaching and Learning: A Review of the Literature. (2017, methodology): “Schulz (2001) carried out a study to investigate the cultural differences in learners’ and teachers’ realization of the importance of grammar teaching.”
Integrating Grammar in Adult TESOL Classrooms (2008, background): “…express a strong belief in the positive impact of grammar practice on the development of learners’ fluency; we can compare this finding to that in Schulz (2001), where 71 per cent of 122 foreign language teachers said that communicative ability develops most quickly if students study and…”
Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do (2003, positive): “…language students the role of grammar and correction and 92 teachers (foreign languages, in language learning ESL and Latin) at a university in the USA Schulz (2001) Student and teacher perceptions of the role 607 Colombian foreign language of grammar and correction in language learning…”
Teacher Cognition in Grammar Teaching: A Literature Review (2003, background): “Schulz (2001) replicated this study with 122 FL teachers in Colombia, togetherwith 607 of their students.”