Feedback on second language students' writing

By Ken Hyland, F. Hyland. Language Teaching, 2006

993 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/6f1e514843f3da9915aeb8340155231ad563f2fe

How researchers see this paper

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

In Education

1. N. Storch
2. Icy Lee
3. R. Ellis
4. Shulin Yu
5. C. V. Beuningen
6. Younghee Sheen
7. Mostafa Papi
8. H. Takashima

In Language and Linguistics

1. Icy Lee
2. Shulin Yu
3. C. V. Beuningen
4. N. Storch
5. R. Ellis
6. Younghee Sheen
7. Hossein Nassaji
8. Kazuya Saito

In Literature and Literary Theory

1. Icy Lee
2. Shulin Yu
3. C. V. Beuningen
4. N. Storch
5. Younghee Sheen
6. R. Ellis
7. Hossein Nassaji
8. Kazuya Saito

Citations in the corpus

• Corrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and Future Directions (2010, background): “…might be determined by intervening factors, such as a learner’s level of L2 proficiency or meta-linguistic awareness (e.g. Ferris, 2004; Hyland & Hyland, 2006), the type of error that is targeted (e.g. Ferris, 1999; 2002), the goal a teacher tries to achieve by providing CF (Ferris,…”
• Understanding EFL students’ participation in group peer feedback of L2 writing: A case study from an activity theory perspective (2015, background): “Email: colinshulin@hotmail.com I Introduction The last three decades have witnessed a growing body of research on peer feedback in first language (L1) and second language (L2) writing (see Hu & Lam, 2010; Hyland & Hyland, 2006 for review).”
• Critical Feedback on Written Corrective Feedback Research. (2010, background): “A growing body of qualitative case study research has attested to the importance of these factors in explaining learner response and uptake of the feedback provided (see Given & Schallert, 2008; Hyland, 2003; Hyland & Hyland, 2006; Storch & Wigglesworth, 2010a, b).”
• A typology of written corrective feedback types (2008, background): “However, as a recent review of feedback on L2 students’ writing ( Hyland and Hyland 2006 ) makes clear, despite all the research there are still no clear answers to the questions researchers have addressed.”
• Collaborative writing: fostering foreign language and writing conventions development (2010, background): “Working in either mode learners paid attention to local aspects related to grammar, suggesting an expected concern for accuracy (Hyland & Hyland, 2006).”