Methodological synthesis of research on the effectiveness of corrective feedback in L2 writing
By Qiandi Liu, Dan Brown. 2015
221 citations recorded by the source corpus.
Subfields: Education, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/a0d6762c9d2ad4b4a69ceadcb2733f37c57a87b4
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
In Language and Linguistics
In Literature and Literary Theory
Citations in the corpus
- Task-Based Learner Production: A Substantive and Methodological Review (2016, background): “For example, Liu and Brown (2015) synthesized research and reporting practices in studies of written corrective feedback.”
- The revision and transfer effects of direct and indirect comprehensive corrective feedback on ESL students’ writing (2018, background): “Indeed, most recent studies in this area (e.g., Bitchener, 2008; Bitchener & Knoch, 2008, 2009a, 2009b; Sheen, 2007; Van Beuningen et al., 2008) have used ‘one-shot’ designs, where feedback is provided only on one occasion and on a single text (Liu & Brown, 2015).”
- A methodological synthesis and meta-analysis of judgment tasks in second language research (2020, background): “Some syntheses in this area deal with issues particular to a given substantive domain (e.g. for L2 written feedback, see Liu and Brown, 2015; for interactionist SLA, see Plonsky and Gass, 2011; for learner corpus research, see Paquot and Plonsky, 2017; and for interaction and computer-mediated…”