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Feedback approaches in foreign and second language (L2) writing

Written corrective feedback is extensively used in second language writing courses. Although some think it detrimental to student learning (i.e. Truscott, 1996), much research over the last decade has proven a place for written corrective feedback in the classroom. The present report seeks to review literature on such feedback. This includes research on more recent approaches such as dynamic written corrective feedback, computer-based feedback, concordance use as feedback, and peer feedback. The report discusses pedagogical implications and areas for future research. / text

Identiferoai:union.ndltd.org:UTEXAS/oai:repositories.lib.utexas.edu:2152/23997
Date14 April 2014
CreatorsKim, Tristina
Source SetsUniversity of Texas
Detected LanguageEnglish
TypeThesis
Formatapplication/pdf

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