Error correction in L2 secondary writing classrooms: The case of Hong Kong

By Icy Lee. 2004

347 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/e52f5de606e76e2d4684b097cbecad93dcec12b7

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. Icy Lee
2. Shulin Yu
3. Ken Hyland
4. Yao Zheng
5. F. Hyland
6. N. Storch
7. John Truscott
8. Ye Han

In Language and Linguistics

1. Shulin Yu
2. Icy Lee
3. Yao Zheng
4. Ken Hyland
5. F. Hyland
6. John Truscott
7. N. Storch
8. A. Hamouda

Citations in the corpus

• Feedback on second language students' writing (2006, background): “…on student preferences has consistently found that students expect teachers to comment on their written errors and are frustrated if this does not happen (Cohen & Cavalcanti 1990; Leki 1991; Hedgcock & Lefkowitz 1994; Cumming 1995; Ferris 1995; F. Hyland 1998; Ferris & Roberts 2001; Lee 2004).”
• Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students (2018, methodology): “Student engagement with corrective feedback (CF) has been interpreted in previous research as learner perceptions (Ferris, 1995; Lee, 2004), revision behaviours (Ferris, 2006; F. Hyland, 2003), processing and uptake (Storch & Wigglesworth, 2010), and addressing feedback using strategies and…”
• Motivation and feedback: How implicit theories of intelligence predict L2 writers’ motivation and feedback orientation (2017, neutral): “…of the conducted studies, the topic, nonetheless, remains controversial and our understanding incomplete (see Evans, Hartshorn, & Tuioti, 2010; Ferris, 2006; Goldstein, 2005; Hyland & Hyland, 2006; Lee, 2004; Montgomery & Baker, 2007; Saito, 1994; Schulz, 1996; for a review, see Shao, 2015).”
• Teacher written corrective feedback: Less is more (2019, background): “And when the teacher WCF is inaccurate, it is unhelpful, misleading and even harmful (Ferris, 1999; Lee, 2004).”
• Research into practice: Written corrective feedback (2012, neutral): “Apart from the popularity of error codes, which tend to be over-used in some EFL classrooms, a number of teachers go to the other extreme and provide direct WCF to the majority of errors (Lee 2004), without really taking into consideration the error type and students’ language proficiency.”
• The effect of error correction on learners' ability to write accurately (2007, background): “Learners are often confused about the corrections they receive (e.g. Lee, 2004; see also Truscott, 1996).”