http://epi.sc.edu/ar/AS_4_files/Min%202006.pdf

The effects of trained peer review on EFL students’ revision types and writing quality

https://www.fed.cuhk.edu.hk/~aflwrite/article/Understanding%20secondary%20teachers'%20written%20feedback%20practices.pdf

Understanding teachers’ written feedback practices in Hong Kong secondary classrooms

This article examines whether there is any difference between the effect of oral and written corrective feedback (CF) on learners’ accurate use of English articles. To this end, the current research presents the results of a quasi-experimental study with a pretest, immediate-posttest, delayed-posttest design, using 12 intact intermediate English-as-a-second-language classes with adult learners of various first language backgrounds. Five groups were formed: oral recasts (n = 26), oral metalinguistic (n = 26), written direct correction (n = 31), written direct metalinguistic (n = 32), and control (n = 28). All four experimental groups completed two 30-min communicative narrative tasks. For the oral CF groups, students were asked to retell a story during which CF was provided. For the written CF groups, students were first asked to rewrite a story and then given CF. The acquisition of English articles was measured by means of a speeded dictation test, a written narrative test, and an error correction test. One-way ANOVAs with post hoc comparisons indicated that all CF groups, except for oral recasts, significantly outperformed the control group in the immediate and delayed posttests. These findings show that, whereas implicit oral recasts that involve article errors were not facilitative to learning, the other CF types were effective in helping learners improve the grammatical accuracy of English articles irrespective of language analytic ability. Overall, these results suggest that the degree of explicitness of both oral and written CF—rather than the medium in which the CF is provided—is the key factor that influences CF effectiveness.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0272263109990507

Differential effects of oral and written corrective feedback in the esl classroom

"Why am I paraphrasing?": Undergraduate ESL writers' engagement with source-based academic writing and reading

The current study focuses on the organisational problems that Egyptian student teachers of English encounter when they write an English essay. In particular, the current study aims at investigating students’ cohesion and coherence problems in EFL essay writing. A mixed method research design was used including a questionnaire and a semi-structured in-depth interview. Analysis of findings revealed that students encounter some problems in the cohesion and coherence of EFL essay writing. Discussion and implications of these findings are presented.

/pdf/students-problems-with-cohesion-and-coherence-in-efl-essay-1nqic0pzts.pdf

Students’ Problems with Cohesion and Coherence in EFL Essay Writing in Egypt: Different Perspectives

TEACHING ESL COMPOSITION: PURPOSE, PROCESS, AND PRACTICE (2nd ed.). Dana R. Ferris and John S. Hedgcock. Mahwah, NJ: Erlbaum, 2005. Pp. xiv + 431. $45.00 paper.This book presents theoretical and practical issues relevant to the teaching of composition to learners of English as a second language (ESL). As the subtitle implies, the book firmly grounds the purpose of teaching ESL composition in past and current research, puts emphasis on the writing process of ESL writers, and pursues pedagogical equilibrium with equal focus on theory and practice. The book approaches broad and general themes in the first few chapters and moves on to more specific pedagogical concerns in the later chapters.

TEACHING ESL COMPOSITION: PURPOSE, PROCESS, AND PRACTICE (2nd ed.)

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TEACHING ESL COMPOSITION: PURPOSE, PROCESS, AND PRACTICE (2nd ed.)