Relevant bibliographies by topics / Corrective feedback

Academic literature on the topic 'Corrective feedback'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Corrective feedback"

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Muhsin, Arief. "The Effectiveness of Positive Feedback in Teaching Speaking Skill." Lingua Cultura 10, no. 1 (May 31, 2016): 25. http://dx.doi.org/10.21512/lc.v10i1.873.

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The research was aimed at finding out the students’ responses and perceptions toward the corrective feedback given in teaching speaking activity. The research applied quantitative methods by sending questionnaires to 70 students. The students’ responses and perceptions for teacher’s corrective feedback indicated that students think their spoken error should be corrected. In addition, the students want their teacher focus more on. They also agree if their friends should correct their error. The most popular corrective feedbacks in teaching speaking are the explicit correction, elicitation, and repetition. They have an effective function in detecting the students’ mispronunciation and low accuracy and fluency. The other corrective feedback like implicit correction, recast, clarification request, and metalinguistic feedback are not favored because the percentage is lower than other corrective feedback. It indicates that not all of corrective feedback is effectively used in speaking.
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Hartono, Didik. "Corrective Feedbacks and Their Implications on Learners’ Uptakes in Academic Speaking Class." JELE (Journal of English Language and Education) 4, no. 1 (June 2, 2018): 1. http://dx.doi.org/10.26486/jele.v4i1.440.

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This study attempts to investigate a study on corrective feedbacks and learners’ uptakes in adult EFL classroom. The study was aimed at finding the types of corrective feedbacks were used by the academic speaking lecturer, the types of oral feedbacks were the most effective in the lecturer’s opinion, the types of uptakes followed lecturer’s corrective feedbacks, and the types of oral corrective feedbacks were mostly preferred by the students. The study employed a qualitative research design through a passive-participatory observation of patterns of error treatment in an adult EFL class. The research subjects were the lecturer and twenty seven students of the Academic Speaking Class, the English Department of Faculty of Culture Studies, Brawijaya University, Malang. The findings show that the lecturer applied explicit correction mostly (90%), compared to another five types of corrective feedbacks. Moreover, the lecturer said that explicit correction was the most effective type of corrective feedbacks. Meanwhile, the findings also show that most student applied repetition type of uptake. On the other hand, most of the students answered that their preference of corrective feedback type was repetition corrective feedback.
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Ellis, Rod. "Oral corrective feedback in language teaching: A historical perspective." Avances en Educación y Humanidades 2, no. 2 (December 2, 2017): 7. http://dx.doi.org/10.21897/25394185.1482.

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AbstractThis paper reviews the role of corrective feedback in language teaching and learning in the last fifty years. It reports research studies on error correction from the view of different learning theories and language methods. This extensive and varied revision is used to revisit Hendrickson´s (1978) five key questions on error correction, thus guiding language teachers to inform their decisions on the treatment of learners´ errors. Finally, it suggests unexplored aspects of error correction like corrective feedback in small group work and in computer-mediated communication.Keywords: SLA, corrective feedback. ResumenEste articulo revisa el rol del la respuesta correctiva dentro de la enseñanza y aprendizaje de idiomas en los últimos cincuenta años. Se reportan estudios sobre la respuesta correctiva desde el punto de vista de diferentes teorias del aprendizaje y metodos de enseñanza. Esta revision extensa y variada sirve para discutir nuevamente las cinco preguntas de Hendrickson (1978) sobre la correccion de errores; de esta manera, guiando a los profesores de idiomas a informar sus decisiones sobre el tratamiento de los errores de los estudiantes. Finalmente, se sugieren aspectos aun no explorados en la correccion de errores como la respuesta correctiva durante los trabajos grupales pequeños y en la comunicación mediada por computadores.Palabras claves: SLA, corrective feedback.
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Solikhah, Imroatus. "ORAL CORRECTIVE FEEDBACK IN SPEAKING CLASS OF ENGLISH DEPARTMENT." LINGUA: Journal of Language, Literature and Teaching 13, no. 1 (April 3, 2016): 87. http://dx.doi.org/10.30957/lingua.v13i1.14.

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The objective of this study is to see kinds of corrective feedbacks used by English lecturer in speaking class. The study used classroom based observation as the design, assigning 30 students and one speaking lecturer in English department University of Bantara (UNIVET) Sukoharjo. Data were collected using observation and interview. The study revealed that teacher’s corrective feedback is one factor that influences the progress of students in learning English. It did not bother the students in building a communication. The evidence showed that that the teacher applied recasts, explicit correction, and clarification requests. Recasts was dominated the type of corrective feedback used by the teacher because it did not make the students confused. Three criteria of effective corrective feedback occurred in correction given by the teacher. He was consistent in treating the errors, gave correction without breaking the flow of the communication, and did not ridicule the students in giving correction.
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Astia, Meirina. "CORRECTIVE FEEDBACK IN ENGLISH CLASS." IJOLTL: Indonesian Journal of Language Teaching and Linguistics 3, no. 3 (September 14, 2018): 111–22. http://dx.doi.org/10.30957/ijotl-tl.v3i3.502.

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The design of this study was classroom based observation research. The focus of this study was corrective feedback made by English teachers in the classroom. This study identified occurrences of the correction during the daily conversation course and the way teachers performed the corrective feedback in the classroom. Data were presented under the descriptive way and analyzed inductively in terms of features and facts of teacher’s teaching process (teacher’s corrective feedback). The study revealed that teacher’s corrective feedback is one factor that influences the progress of students in learning English. It did not bother the students in building a communication. The evidence showed that that the teacher applied recasts, explicit correction, and clarification requests. Recasts was dominated the type of corrective feedback used by the teacher because it did not make the students confused. Three criteria of effective corrective feedback occurred in correction given by the teacher. He was consistent in treating the errors, gave correction without breaking the flow of the communication, and did not ridicule the students in giving correction.
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Sa'adah, Lailatus, Joko Nurkamto, and Suparno Suparno. "Oral corrective feedback: Exploring the relationship between teacher’s strategy and students’ willingness to communicate." Studies in English Language and Education 5, no. 2 (September 3, 2018): 240–52. http://dx.doi.org/10.24815/siele.v5i2.11532.

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This study seeks to investigate the types of oral corrective feedback implemented in class and its effect on students’ willingness to communicate. As many as 35 senior high school students as well as the teacher were involved in the observation stage of this study and shared their perspectives about the relationship between teacher’s feedbacks on the students’ willingness to communicate through interview. The findings show that there are three types of oral corrective feedback given in the class, i.e. explicit correction, metalinguistic, and clarification request feedback. The students insist that the teacher’s oral corrective feedback does not make them reluctant to communicate to their peers or teacher in the class. Therefore, it can be concluded that teacher’s oral corrective feedback strategy does not disturb the interaction between the teacher and students in the class.It can be inferred that oral corrective feedback is necessary to be implemented in the class because it assists their second language learning.
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Retno Wiyati and Rosa Padzilah Nur. "STUDENTS’ ATTITUDE TOWARDS CORRECTIVE FEEDBACK IN EFL CLASSROOM." JELA (Journal of English Language Teaching, Literature and Applied Linguistics) 2, no. 2 (February 3, 2021): 26–32. http://dx.doi.org/10.37742/jela.v2i2.33.

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This research is conducted to find out the teacher’s corrective feedback in an EFL classroom and to find out the students’ attitude after given corrective feedback. This research also tries to unfold the types of the teacher’s corrective feedback to correct the student’s erroneous or mistakes and what students’ attitude after given the correction. This research is conducted in one high school in Bandung. The research employed a descriptive qualitative study embracing the characteristics of a case study research design. In collecting the data, the researcher conducted classroom observation and interview. The observation sessions were conducted three times including the interview session. The participants of this research are one English teacher and twenty-four of a secondary high school student. This research showed that the teacher in EFL classroom provided 5 types of corrective feedback namely recast, explicit correction, clarification request, metalinguistic feedback, and repetition. The findings revealed that the most used corrective feedback is recast and explicit correction is the second most used corrective feedback while metalinguistic feedback is the most less used corrective feedback. Regarding the students’ attitude towards corrective feedback, the interview indicates that there is no negative feedback found in this study. The students indicate positive acceptance towards the different type of feedback used by the teacher. This research also points out the importance of using corrective feedback in teaching English in EFL classrooms with Recast as the most frequently corrective feedback type used by the teacher in the classroom which is parallel with the previous studies.
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Wicaksono, Wimbo Pambudi. "Types and Frequencies of Written Corrective Feedbacks in Adult ESL Classroom." Indonesian Journal of English Language Studies (IJELS) 3, no. 2 (April 17, 2018): 60–67. http://dx.doi.org/10.24071/ijels.v3i2.1065.

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Feedbacks have been seen as an effective way to help language learners acquire second language competence. This study aims to find out how the written corrective feedback (CF) has been used in the adult ESL classroom. In this study, the data were generated through the learners writing. Then the data were put into direct, coded and uncoded type of the written corrective feedback. In addition, those types of feedback were categorized into content and form category to find the scope of the written corrective feedback. As the result, the direct written corrective feedback was mostly used by the teachers. Interestingly, the teachers only used the uncoded written corrective feedback when it refers to the content of the writing. Besides, the dynamic corrective feedbacks that occur several times can be a proof that the teachers not only focus on the form the writing but also the content.Keywords: written corrective feedback, ESL
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Warni, Asis. "A STUDY OF STUDENTS’ PERCEPTION TOWARDS THE CORRECTIVE FEEDBACKS USED BY THE TEACHER IN CORRECTING THE STUDENTS’ WRITING PROBLEMS." Ensiklopedia Education Review 3, no. 3 (May 19, 2022): 44–51. http://dx.doi.org/10.33559/eer.v3i3.257.

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This research aimed to find out the students’ perception towards the corrective feedbacks used by the teacher in correctinng the students’ writing problems. The reseach employed descriptive method. The sample of this research was selected by using random sampling technique. The instruments of data collection was a students’ checklist. The data of the students’ perception towards the corrective feedback stated that 59,09% students said that direct corrective feedback help them to understand what to do to correct their errors. Next, the result shown that 54,55% of the students also mentioned that they can notice and understand their errors about punctuation, spelling, and capitalization through indirect corrective feedback easily. Furthermore, half of them or 50% of the sample students told that indirect corrective feedback encouraged them to write in a better topic and details. In conclusion, the corrective feedbacks improve student’s ability in writing especially descriptive text and the students have positive perceptions about the corrective feedbacks. Keywords: Perception, Corrective Feedback, Writing
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Putri, Natalia Faradheta, and Giovanni Chun Long Ma. "THE EFFECT OF CORRECTIVE FEEDBACKS ON L2 STUDENTS’ WRITING PERFORMANCE." JOURNAL OF LANGUAGE 4, no. 1 (May 29, 2022): 25–33. http://dx.doi.org/10.30743/jol.v4i1.5103.

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In the past years, teachers have been made to assume that corrective feedback benefits students’ writing improvement. Corrective feedback as “any information provides information on the result of behaviour. However, a growing body of research has been reinvestigating the effectiveness of corrective feedback as a result of John Truscott’s claim of its inefficiency. This paper aims to expand the related study on written corrective feedback to find corrective feedback with a significant positive effect on students’ writing performance. This experimental study obtained the data from sixty-six homogeneous L2 students which were equally divided into three groups. The first group was given explicit correction feedback, the second group was given metalinguistic clue feedback, and the last group was the control group. The result showed that the explicit correction was more effective compared to metalinguistic but the fact that the participants tend to perform better even without receiving any correction made the small effect of explicit correction to be questioned.
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Dissertations / Theses on the topic "Corrective feedback"

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Mollestam, Emma, and Lixia Hu. "Corrective feedback on L2 students’ writing." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33511.

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Corrective feedback (CF) is regarded as a controversial topic when it comes to writing in the L2 classroom. Some researchers have found it to be both meaningless and harmful, while others have researched the effects of different types of CF and found it to be good for language development in several ways. This made us interested in conducting a study focusing on what attitudes grade 3-5 (age 9-11) teachers have concerning CF, and if they themselves use it for their L2 students’ writing. The study was conducted through five semi-structured interviews with teachers working in Lund, Sweden. The aim of the study was to investigate compulsory school teachers’ experiences of and thoughts on CF as a teaching method for improving young L2 learners’ writing. The results revealed that the teachers believe CF to be an irreplaceable part of language learning but that it should be adapted to each individual’s needs. Although all interviewed teachers acknowledged CF’s potential harm on learners’ motivation and willingness to write, no one believed that it could be left out completely.
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Shelley, Angela. "Dynamic Written Corrective Feedback: Achieving Manageability." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4109.

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This thesis provides reflections on a practice of corrective feedback known as dynamic Written Corrective Feedback (dynamic WCF). First addressing 20 years of concerns regarding the highly-debated topic of feedback in second language (L2) writing and then outlining dynamic WCF as a pedagogical practice founded on four principles, the thesis finally introduces a recently developed handbook for instructors. This handbook presents the four foundational principles of dynamic WCF (timeliness, manageability, meaningfulness, and constancy) to first-time instructors and supports the implementation of dynamic WCF to optimize benefit and enhance manageability in written corrective feedback.
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Lee, Soon Yeun. "The Efficacy of Dynamic Written Corrective Feedback on Intermediate-high ESL Learners' Writing Accuracy." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/2304.

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This study investigated the efficacy of dynamic written corrective feedback (DWCF) on intermediate-high students' writing accuracy when compared to a traditional grammar instruction approach. DWCF is an innovative written corrective feedback method that requires a multifaceted process and interaction between the teacher and the students in order to help the students improve their writing accuracy. The central principle of DWCF is that feedback should be manageable, meaningful, timely, and constant. The research question was raised based on the positive effects of DWCF found in advanced-low and advanced-mid proficiency level students (Evans et al., in press; Evans, Hartshorn, & Strong-Krause, 2009; Hartshorn, 2008; Hartshorn et al., in press). Similar to previous studies, this study attempted to examine the effectiveness of DWCF in terms of proficiency level. It further explored students' perspectives and attitudes towards DWCF. Two groups of ESL students participated in this study: a control group (n=18) that was taught using a traditional grammar instruction method, and a treatment group (n=35) that was taught using a DWCF approach. The findings in this study revealed that both methods improved the intermediate-high students' linguistic accuracy in writing. However, the findings of this study suggest that the instruction utilizing DWCF is preferable to traditional grammar instruction when it comes to improving intermediate-high students' writing accuracy for two reasons: first, DWCF was slightly more effective than the traditional grammar instruction used, and second, students strongly preferred the instruction using DWCF to traditional grammar instruction. The findings of this study further validate other work suggesting the positive effects found in advanced proficiency levels. This study indicates that ESL learners benefit from manageable, meaningful, timely, and constant error feedback in improving their linguistic accuracy in writing. Furthermore, this study suggests the desirability of applying DWCF to other contexts.
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Knutsson, Malin, and Sandra Köster. "Oral Corrective Feedback in Swedish Primary Schools." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28816.

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English as a Foreign Language (EFL) teachers use different strategies to support language acquisition when teaching. This study focuses on one particular strategy: Oral Corrective Feedback (OCF). It is provided to support learners’ oral language skills, and takes numerous potential forms which can either be implemented implicitly and/or explicitly. According to many studies, recast is the type of OCF most commonly used by EFL teachers. Studies demonstrate however, that recast is the least effective approach for EFL learners’ uptake. The aim of this research study is to investigate how Swedish EFL teachers provide students with OCF. In addition, the intention is also to explore teachers’ and students’ perceptions of the usefulness of OCF for their skills development in English. The focus of this research study is on Swedish primary schools of grades 4-6. Two types of data-gathering methods were used in this study: interviews and observations. The results confirm that both explicit and implicit OCF was provided when observing the teachers’ approaches and strategies in classroom settings. Surprisingly, this research study reveals that recast was not favoured by the Swedish EFL teachers as they considered other types of OCF to be more beneficial to EFL classroom settings.
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Sidorova, Vladislava. "Corrective Feedback in English Language Learners' Writing." University of Akron / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=akron1478601224073001.

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Hernández, Puertas Tamara. "Corrective Feedback in the EFL Classroom: Grammar Checker vs. Teacher’s Feedback." Doctoral thesis, Universitat Jaume I, 2022. http://dx.doi.org/10.6035/14110.2022.149225.

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The aim of this doctoral thesis is to compare the feedback provided by the teacher to that obtained by the software called Grammar Checker on grammatical errors in the written production of English as a foreign language students. Traditionally, feedback has been considered as one of the three theoretical conditions for language learning (along with input and output) and, for this reason, extensive research has been carried out on who should provide it, when and the level of explicitness. However, there are far fewer studies that analyse the use of e-feedback programs as a complement or alternative to those offered by the teacher. Participants in our study were divided into two experimental groups and one control group, and three grammatical aspects that are usually susceptible to error in English students at B2 level were examined: prepositions, articles, and simple past-present/past perfect dichotomy. All participants had to write four essays. The first experimental group received feedback from the teacher and the second received it through the Grammar Checker program. The control group did not get feedback on the grammatical aspects of the analysis but on other linguistic forms not studied. The results obtained point, first of all, to the fact that the software did not mark grammatical errors in some cases. This means that students were unable to improve their written output in terms of linguistic accuracy after receiving feedback from the program. In contrast, students who received feedback from the teacher did improve, although the difference was not significant. Second, the two experimental groups outperformed the control group in the use of the grammatical forms under analysis. Thirdly, regardless of the feedback offered, the two groups showed improvement in the use of grammatical aspects in the long term, and finally, no differences in attitude towards the feedback received and its impact on the results were found in either of the experimental groups. Our results open up new lines for investigating corrective feedback in the English as a foreign language classroom, since more studies are needed that, on the one hand, influence the improvement of electronic feedback programs by making them more accurate and effective in the detection of errors. On the other hand, software such as Grammar Checker can be a complement to the daily practice of the foreign language teacher, helping in the first instance to correct common and recurring mistakes, even more so when our research has shown that attitudes towards this type of electronic feedback are positive and does not imply an intrusion into the classroom, thus helping in the acquisition of the English language.
Programa de Doctorat en Llengües Aplicades, Literatura i Traducció
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Hannum, Matthew C. "Fault in our Feedback: Students' Experiences and Preferences Regarding Corrective Feedback." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461798867.

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Westerberg, Josefine. "Corrective Feedback in Oral EFL Learning Environments : A Study on Swedish Teachers’ Awareness of Corrective Feedback Strategies and Effects." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-35511.

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The purpose of this study was to investigate four Swedish upper secondary teachers' reasoning about their own corrective feedback strategies in oral EFL learning environments, and how their reasoning correlated to previous research in the subject.The research was carried out by using the qualitative method of interviewing aselection of teachers. Four teachers of English as a foreign language from one Swedish upper secondary school participated in semi-structured pair-interviews.The study found that the participating teachers’ perceptions and use of corrective feedback corresponds to a large extent with the findings of previous research, saying that teachers in various contexts prefer more implicit means of corrective feedback,but that they would adapt their strategies depending on the learner, error type, and the focus of the lesson. The result also suggested that although the teachersreportedly make conscious choices when selecting a corrective feedback strategy, they sometimes have to choose between using a strategy that promotes learning orusing a strategy that will cause the least amount of inconvenience for the learner.The conclusion was made that the teachers of the study are aware of their own corrective feedback strategies to some extent, which also corresponds with the results of previous research, but that their awareness is not always sufficient, and their strategies might not be as effective as the teachers think.
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Eddington, Brooke Elizabeth. "A Modified Approach to the Implementation of Dynamic Written Corrective Feedback." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4389.

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Grammatical accuracy in second language (L2) writing is one of the key issues that English as a Second Language (ESL) learners struggle with, both in intensive English language programs and continuing after their university matriculation. Numerous instructional methodologies exist that center around the concept of error correction—how can or should ESL instructors correct grammatical errors in L2 students' writing to best facilitate improvements in written linguistic accuracy? Error correction in L2 writing has been a controversial issue for over a decade (e.g., Ferris, 1999; Truscott, 1996), and in an effort to contribute to an understanding of this controversial topic, this study investigated an innovative method of error correction known as dynamic written corrective feedback (WCF). For 15 weeks, 24 students at the Brigham Young University (BYU) English Language Center (ELC) received a form of dynamic WCF dramatically modified from Hartshorn's (2008) original method with the objective of increased practicality. These students produced a 30-minute pretest and posttest essay, and researchers calculated the complexity, accuracy, and fluency of each pretest and posttest. Data from the current study is compared against data from Hartshorn (2008), which found dynamic WCF to be successful in improving accuracy after carrying out similar research. The results validate previous findings and confirm that dynamic WCF is an effective approach to error correction, even when dramatically modified.
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Ammar, Ahlem. "Corrective feedback and L2 learning : elicitation and recasts." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19541.

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This quasi-experimental study was designed to investigate the effects of negative feedback on second language acquisition and to determine the potential benefits of two different negative feedback techniques, namely recasts and elicitation. The research hypotheses were: 1) Learners who are exposed to communicative activities that include a NF component will benefit more than those who are exposed to communicative activities only; 2) Elicitation will be more effective than recasts in leading to L2 development; 3) Elicitation will be more effective than recasts for both low and high proficiency learners.
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Books on the topic "Corrective feedback"

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Bitchener, John. Written corrective feedback for L2 development. Bristol: Multilingual Matters, 2016.

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Sheen, Younghee. Corrective Feedback, Individual Differences and Second Language Learning. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0548-7.

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Moser, Alia. Written Corrective Feedback: The Role of Learner Engagement. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63994-5.

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Rezaei, Saeed. Corrective feedback in task-based grammar instruction: A case of recast vs.metalinguistic feedback. Saarbru cken, Germany: LAP Lambert, 2011.

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Dana, Ferris, ed. Written corrective feedback in second language acquisition and writing. New York: Routledge, 2011.

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Zhang, Shuqiang. The differential effects of source of corrective feedback on ESL writing proficiency. [Honolulu]: Department of English as a Second Language, University o f Hawaii at Manoa, 1985.

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Chamblee, Marie Brooks. Motor skill learning with pattern and error correction feedback. Eugene: Microform Publications, College of Human Development and Performance, University ofOregon, 1985.

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Kløve, Torliev. Error detecting codes: General theory and their application in feedback communication systems. Boston: Kluwer Academic Publishers, 1995.

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Kløve, Torleiv. Error detecting codes: General theory and their applications in feedback communication systems. Boston: Kluwer Academic, 1995.

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Bitchener, John, and Neomy Storch. Written Corrective Feedback for L2 Development. Multilingual Matters, 2016.

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Book chapters on the topic "Corrective feedback"

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Tedick, Diane J., and Roy Lyster. "Corrective feedback." In Scaffolding Language Development in Immersion and Dual Language Classrooms, 150–84. New York, NY: Routledge, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429428319-10.

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Nguyen, Huong Thi. "Oral corrective feedback." In Research Ethics in Second Language Education, 28–44. London ; New York : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003124733-3.

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Kang, Eun Young, and ZhaoHong Han. "Written Corrective Feedback." In The Routledge Handbook of Second Language Acquisition and Writing, 213–25. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429199691-23.

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Lee, Icy. "Written Corrective Feedback." In Research Questions in Language Education and Applied Linguistics, 425–29. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_76.

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Li, Shaofeng. "Oral Corrective Feedback." In Research Questions in Language Education and Applied Linguistics, 353–57. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_63.

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Sheen, Younghee. "Oral Corrective Feedback Research." In Corrective Feedback, Individual Differences and Second Language Learning, 53–89. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0548-7_4.

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Sheen, Younghee. "Written Corrective Feedback Research." In Corrective Feedback, Individual Differences and Second Language Learning, 91–111. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0548-7_5.

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Inceoglu, Solène, and Shawn Loewen. "Analyzing Nonverbal Corrective Feedback." In Gesture and Multimodality in Second Language Acquisition, 26–47. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003100683-2.

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Sheen, Younghee. "Theoretical Perspectives on Corrective Feedback." In Corrective Feedback, Individual Differences and Second Language Learning, 19–38. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0548-7_2.

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Sheen, Younghee. "Pedagogical Perspectives on Corrective Feedback." In Corrective Feedback, Individual Differences and Second Language Learning, 39–51. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0548-7_3.

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Conference papers on the topic "Corrective feedback"

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Bu, Yaohua, Weijun Li, Tianyi Ma, Shengqi Chen, Jia Jia, Kun Li, and Xiaobo Lu. "Visual-speech Synthesis of Exaggerated Corrective Feedback." In MM '20: The 28th ACM International Conference on Multimedia. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3394171.3414444.

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Larsson, Staffan, and Robin Cooper. "Towards a formal view of corrective feedback." In the EACL 2009 Workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1572461.1572464.

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Suerni, Seyu Fani, Asnawi, and Wariyati. "EFL Learners Perception of Written Corrective Feedback." In The 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201124.012.

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Kjaergaard, Hanne Wacher. "STUDENT VIEWS OF TECHNOLOGY-MEDIATED WRITTEN CORRECTIVE FEEDBACK." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0753.

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Budianto, Suhartawan. "The Pro and Con of Written Corrective Feedback." In International Conference of Communication Science Research (ICCSR 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccsr-18.2018.103.

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Ramadhani, Siffa Annisa Fitri. "Investigating Corrective Feedback in Speaking Practice: Students’ Preferences." In 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200325.079.

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Ünaldi, Ihsan. "INCONSISTENCIES AMONG EFL TEACHERS IN WRITTEN CORRECTIVE FEEDBACK." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0129.

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Kholida, Baiq Ayu Ida, Nawawi Nawawi, and Muhammad Amin. "Teachers’ Online Corrective Feedback, Character, and Narrative Text." In 1st Annual Conference on Education and Social Sciences (ACCESS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200827.053.

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Sujarwati, Iis, Mursid Saleh, Dwi Rukmini, and Sri Wuli Fitriati. "The Shifting of Lecturers Beliefs in Written Corrective Feedback." In Proceedings of the First International Conference on Administration Science (ICAS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icas-19.2019.16.

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Nekuruhmotlagh, Leily. "Most Common Type of Corrective Feedback in Iranian Classrooms." In International Conference on Applied Research in Education. Global, 2019. http://dx.doi.org/10.33422/areconf.2019.07.347.

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Reports on the topic "Corrective feedback"

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Pinayev, Igor. Correction of Gain-Phase Characteristics of Orbit Feedback with Latency. Office of Scientific and Technical Information (OSTI), July 2018. http://dx.doi.org/10.2172/1481161.

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Pinayev, Igor. Correction of Gain-Phase Characteristics of Orbit Feedback with Latency. Office of Scientific and Technical Information (OSTI), April 2008. http://dx.doi.org/10.2172/1525429.

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