LEARNERS’ PROCESSING, UPTAKE, AND RETENTION OF CORRECTIVE FEEDBACK ON WRITING

By N. Storch, Gillian Wigglesworth. Studies in Second Language Acquisition, 2010

368 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/85abc0eb584624e77d20b0345df65689ad6bd10c

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. Icy Lee
2. A. Dobao
3. K. Karim
4. M. Ghufron
5. C. V. Beuningen
6. Fathia Rosyida
7. Zhe Zhang
8. Hossein Nassaji

In Language and Linguistics

1. Icy Lee
2. A. Dobao
3. Ken Hyland
4. C. V. Beuningen
5. K. Karim
6. M. Ghufron
7. Fathia Rosyida
8. Zhe Zhang

In Literature and Literary Theory

1. Icy Lee
2. C. V. Beuningen
3. K. Karim
4. Zhe Zhang
5. Hossein Nassaji
6. A. Dobao
7. Ken Hyland
8. Shulin Yu

Citations in the corpus

• Vocabulary learning in collaborative tasks: A comparison of pair and small group work (2014, background): “These findings support those of previous research establishing a direct relationship between LREs and L2 learning (e.g. Kim, 2008; Lapkin et al., 2002; Storch & Wigglesworth, 2010; Swain & Lapkin, 1998, 2002; Watanabe & Swain 2007; Williams, 2001).”
• Student engagement with teacher and automated feedback on L2 writing (2018, background): “Storch and Wigglesworth (2010) similarly noted the importance of affective factors, with engagement among their case study students influenced by their attitudes, beliefs, and goals.”
• Research into practice: Written corrective feedback (2012, positive): “From the affective perspective, selective and focused WCF is also better for students, as their papers are no longer inundated with red ink, which is likely to hurt their ego and damage their confidence in writing, and may in turn affect the uptake of feedback (Storch & Wigglesworth 2010).”
• Corrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and Future Directions (2010, background): “Storch and Wigglesworth (2010), for example, argued that analyzing how learners actually use CF could provide insights on how and when learners benefit from error correction.”
• The Role of Grammarly in Assessing English as a Foreign Language (EFL) Writing (2018, background): “Storch & Wigglesworth (2010) have also confirmed that indirect corrective feedback facilitates better writing accuracy compared to direct corrective feedback.”