The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
The value of written corrective feedback for migrant and international students
Open accessAbstract
This article provides an overview of research that has investigated the effectiveness of written corrective feedback (WCF) on ESL student writing. In doing so, it highlights a number of shortcomings in the design of some studies and explains what needs to be done in future research so that answers to the issues that have been raised can be effectively addressed. The article reports on a two-month study (with 144 international and migrant ESL students in Auckland, New Zealand) that investigated the extent to which different WCF options (direct corrective feedback, written and oral meta-linguistic explanation; direct corrective feedback and written meta-linguistic explanation; direct corrective feedback only; no corrective feedback) help students improve their accuracy in the use of two functional uses of the English article system (referential indefinite `a' and referential definite `the'). The study found (1) that students who received all three WCF options outperformed those who did not receive WCF, (2) that their level of accuracy was retained over seven weeks and (3) that there was no difference in the extent to which migrant and international students improved the accuracy of their writing as a result of WCF.
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Citations
Cites
Evidence in support of written corrective feedback
Bitchener, J. (2008) · Journal of Second Language Writing · doi:10.1016/j.jslw.2007.11.004 · Cited by 871
Self-citationThe influence of teacher commentary on student revision
Ferris, D. R. (1997) · TESOL Quarterly · doi:10.2307/3588049 · Cited by 618 · cited 2×
“Other studies (Chandler, 2000; Ferris, 1995, 1997, 2006; Ferris & Helt, 2000; Ferris et al., 2000; Lalande, 1982) that have not included a control group (see Table 2 below) are unable to claim that it was WCF alone that facilitated improvements in accuracy.”
Background
Cited by
Ferris, D. R. (2010) · Studies in Second Language Acquisition · doi:10.1017/s0272263109990490 · Cited by 523
LEARNERS’ PROCESSING, UPTAKE, AND RETENTION OF CORRECTIVE FEEDBACK ON WRITING: Case Studies
Storch, N., & Wigglesworth, G. (2010) · Studies in Second Language Acquisition · doi:10.1017/s0272263109990532 · Cited by 398
The Efficacy of Written Corrective Feedback in Improving L2 Written Accuracy: A Meta‐Analysis
Kang, E., & Han, Z. (2015) · The Modern Language Journal · doi:10.1111/modl.12189 · Cited by 385
Shintani, N., & Ellis, R. (2013) · Journal of Second Language Writing · doi:10.1016/j.jslw.2013.03.011 · Cited by 278
The grass is not always greener: Teacher vs. GPT-assisted written corrective feedback
Lin, S., & Crosthwaite, P. (2024) · System · doi:10.1016/j.system.2024.103529 · Cited by 86
Metadata
- Authors
- Bitchener, J., & Knoch, U.
- Venue
- Language Teaching Research
- Publisher
- SAGE Publications
- Published
- 2008-07
- Volume
- 12
- Issue
- 3
- Pages
- 409-431
- ISSN
- 1362-1688 (ISSN-L)
- 1477-0954
- OpenAlex
- W2103521500
- Cited by
- 484
- References
- 2
- FWCI
- 143.36
- Type
- journal article
- Language
- en
- Open access
- gold
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- Bitchener, J., & Knoch, U. (2008). The value of written corrective feedback for migrant and international students. Language Teaching Research. https://doi.org/10.1177/1362168808089924
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
