Evidence on the Effectiveness of Comprehensive Error Correction in Second Language Writing

By C. V. Beuningen, N. D. Jong, F. Kuiken. 2012

477 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/5227bb00924f7ecb3106f329589664e4564cf2c1

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. R. Ellis
2. Natsuko Shintani
3. Melissa Patchan
4. R. Dekeyser
5. Wataru Suzuki
6. ZhaoHong Han
7. E. Kang
8. Susan D. Benson

In Education

1. Melissa Patchan
2. Christian D. Schunn
3. Sjef Stijnen
4. R. Dekeyser
5. Marieke Thurlings
6. R. Ellis
7. Mariano Felice
8. Marjan Vermeulen

In Language and Linguistics

1. R. Ellis
2. Kazuya Saito
3. R. Lyster
4. Natsuko Shintani
5. Hossein Nassaji
6. R. Dekeyser
7. E. Kang
8. Wataru Suzuki

Citations in the corpus

• The Nature of Feedback: How Peer Feedback Features Affect Students' Implementation Rate and Quality of Revisions. (2016, background): “For secondary students, receiving solutions was more helpful for improving writers' grammatical errors, while receiving descriptions of the problems was more helpful for improving writers' nongrammatical errors (Van Beuningen et al., 2012).”
• The Efficacy of Written Corrective Feedback in Improving L2 Written Accuracy: A Meta‐Analysis (2015, result): “However, it may be recalled that the present study also excluded another, much more recent study (Van Beuningen et al., 2012) that reports a very high effect size, in order to eliminate the outliers.”
• Artificial error generation for translation-based grammatical error correction (2016, background): “accuracy either in the short or long term (Ashwell, 2000; Bitchener and Knoch, 2008, 2010; Ellis et al., 2008; Ferris, 2006; Sheen, 2007; van Beuningen et al., 2012).”
• Understanding feedback: A learning theory perspective (2013, background): “Similarly, Van Beuningen et al. (2012) made the distinction of direct and indirect corrective feedback: directive feedback indicates an error has been made and provides the correct answer; indirect feedback only indicates that an error has been made.”
• Effects of Written Feedback and Revision on Learners’ Accuracy in Using Two English Grammatical Structures (2014, background): “Other researchers (e.g., Van Beuningen et al., 2012) have investigated unfocused written CF (i.e., CF directed a number of new writing but have not shown a direct connection between correcting errors in specific grammatical structures and improved accuracy in those structures.”