Written corrective feedback in second language acquisition and writing studies

By D. Ferris. Language Teaching, 2012

211 citations recorded by the source corpus.

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The effect of peer and teacher feedback on changes in EFL students’ writing self-efficacy (2018, background): “It has also been suggested that toomuch constructive teacher feedback leads to students feeling less confident (e.g. Andrade and Evans 2013; Bitchener and Ferris 2012; Ferris 2002).”
The Efficacy of Written Corrective Feedback in Improving L2 Written Accuracy: A Meta‐Analysis (2015, background): “However, written corrective feedback is still a divisive issue among researchers (Ferris, 2010, 2012).”
Effects of written corrective feedback and language aptitude on verb tense accuracy (2019, background): “Arguments in favor of direct forms of feedback suggest that it reduces confusion and provides information to sort out more complex (e.g. syntactic) errors (Bitchener & Ferris, 2012).”
The revision and transfer effects of direct and indirect comprehensive corrective feedback on ESL students’ writing (2018, methodology): “However, most of these studies focused on revision accuracy with few measuring the effects of feedback on new pieces of writing (Ferris, 2010, 2012).”
Peer feedback in second language writing (2005–2014) (2016, background): “Recent years have seen a surge of interest in feedback in writing in general and written corrective feedback in particular, and as a result a number of significant reviews have been published (Ferris 2003, 2010, 2012; Hyland & Hyland 2006; Bitchener & Ferris 2012).”