Written corrective feedback for individual L2 writers

By D. Ferris, Hsiang Liu, A. Sinha, M. Senna. 2013

352 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/e8fb402f79a0e964cbb4ba77dea2093a516d2e4e

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. Melissa Patchan
2. Christian D. Schunn
3. L. Waller
4. Mostafa Papi
5. Richard Correnti
6. R. Ruegg
7. Yong Wu
8. Guanglei Hong

In Language and Linguistics

1. L. Waller
2. Mostafa Papi
3. Christian D. Schunn
4. Richard Correnti
5. Melissa Patchan
6. R. Ruegg
7. Y. Teimouri
8. Ali H. Al-Hoorie

In Literature and Literary Theory

1. L. Waller
2. Mostafa Papi
3. Christian D. Schunn
4. R. Ruegg
5. Y. Teimouri
6. D. Lasagabaster
7. Ali H. Al-Hoorie

Citations in the corpus

• The Nature of Feedback: How Peer Feedback Features Affect Students' Implementation Rate and Quality of Revisions. (2016, background): “However, such marginalia often leads to a significant amount of low-level prose comments (Ene & Upton, 2014), and some comments refer to multiple locations, and thus peer commentaries often are asked to include or focus on 'end comments' (Ferris et al., 2013).”
• The effect of peer and teacher feedback on changes in EFL students’ writing self-efficacy (2018, background): “Ferris et al. (2013) found that confidence seemed to influence students’ ability to benefit from teacher feedback and from instruction more generally.”
• Motivation and feedback: How implicit theories of intelligence predict L2 writers’ motivation and feedback orientation (2017, background): “The signi fi cance of student motivation in the effectiveness of WCF has been acknowledged by many researchers in the fi eld (e.g., Ferris, 2010; Ferris, Liu, Sinha, & Senna, 2013; Goldstein, 2005; Hyland, 1998, 2011; Kormos, 2012).”