Article citationsMore>>

Ferris, D. (2006). Does Error Feedback Help Student Writers? New Evidence on the Short- and Long-Term Effects of Written Error Correction. In K. Hyland, & F. Hyland, (eds.), Feedback in Second Language Writing: Contexts and Issues. Cambridge University Press.

has been cited by the following article:

• TITLE: Measures for Instructors to Provide Corrective Feedback in L2 Writing Classes in High School

  AUTHORS: Hongchun Zhu

  KEYWORDS: Measures, Corrective Feedback, High School, Writing Classes

  JOURNAL NAME: Open Journal of Social Sciences, Vol.11 No.10, October 31, 2023

  ABSTRACT: Writing holds a crucial role among the five basic language skills for its complex construction and meaning in written language. The present study aims to tackle the issue of error in written texts by Chinese learners from a macro perspective. Although previous research has demonstrated the significance of positive feedback and effective correction in the realm of Second Language Acquisition (SLA), little consensus has been reached regarding its practical implementation in pedagogy. Based on the theory of error-correcting feedback in language teaching and the practice of English writing teaching in senior high school, this paper discusses three questions: “what kind of error-correcting feedback should be given”, “how to provide corrective feedback” and “what should pay attention to when giving feedback”, and puts forward corresponding teaching suggestions.