Patterns of Teacher Response to Student Writing in a Multiple-Draft Composition Classroom: Is Content Feedback Followed by Form Feedback the Best Method?

By T. Ashwell. 2000

624 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/9980e7ec557376b60dd151371419c3f673b97f77

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. D. Ferris
3. J. Bitchener
4. C. V. Beuningen
5. Hossein Nassaji
6. Icy Lee
7. Younghee Sheen
8. K. Karim

In Language and Linguistics

1. N. Storch
2. Hossein Nassaji
3. C. V. Beuningen
4. D. Ferris
5. Icy Lee
6. K. Karim
7. Younghee Sheen
8. J. Bitchener

In Literature and Literary Theory

1. N. Storch
2. Hossein Nassaji
3. C. V. Beuningen
4. Icy Lee
5. D. Ferris
6. J. Bitchener
7. Younghee Sheen
8. K. Karim

Citations in the corpus

• Feedback on second language students' writing (2006, background): “…is only realised through language, the content-form distinction creates a false dichotomy (K. Hyland 2003; Ferris & Hedgcock 2005), and research has shown that varying this recommended ‘meaning before form’ pattern seems to make little difference to the quality of final products (Ashwell 2000).”
• Understanding feedback: A learning theory perspective (2013, methodology): “Ten articles were based on cognitivism: Kluger and DeNisi (1996), Ashwell (2000), Hyland (2001), Ferreira et al. (2007), Shute (2008), Morra and Asis (2009), Baker and Bricker (2010), Murphy (2010), Nassaji (2011), and Van Beuningen, de Jong, and Kuiken (2012).”
• Teachers' and Students' Beliefs About Responding to ESL Writing: A Case Study (2005, background): “In a more recent study, Ashwell (2000) found that content feedback followed by form feedback did not produce significantly different results from other patterns in terms of improvement in accuracy or content. In addition, findings revealed that some students may have relied on form feedback more tha”
• THE EFFICACY OF VARIOUS KINDS OF ERROR FEEDBACK FOR IMPROVEMENT IN THE ACCURACY AND FLUENCY OF L2 STUDENT WRITING (2003, background): “On the other hand, there are studies demonstrating the efficacy of error feedback from the teacher, for example, Ashwell (2000) ).”
• Facilitating productive use of feedback in higher education (2013, background): “This strategy typically changes students’ focus away from larger, text-based revisions, toward smaller (and safer) surface revisions (Anglada, 1999; Ashwell, 2000; Beason, 1993; Chapin and Terdal, 1990; Paulus, 1999; Tagong, 1991; Williams, 2004), although there are studies where the distribution be”
• The value of written corrective feedback for migrant and international students (2008, background): “These findings corroborate those of several earlier studies (Ashwell, 2000; Bitchener, 2008; Bitchener et al., 2005; Fathman & Whalley, 1990; Ferris & Roberts, 2001, Sheen, 2006) and therefore provide further evidence for a rebuttal of Truscott’s (1996) claim that error correction is ineffective.”
• The effect of error correction on learners' ability to write accurately (2007, background): “…avoidance of one-shot experiments has been Ferris’s (1999, 2003, 2004) inclusion of what I will call the revision studies, which investigated learners’ success in revising an essay after receiving feedback of different types on it (Ashwell, 2000; Fathman & Whalley, 1990; Ferris & Roberts, 2001).”