Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18978
Title: 
Written corrective feedback in writing instruction: A qualitative synthesis of recent research
Authors: 
Keywords: 
Written corrective feedback
Secondary School
University
Issue Date: 
2017
Citation: 
Sia, P. F. D., & Cheung, Y. L. (2017). Written corrective feedback in writing instruction: A qualitative synthesis of recent research. Issues in Language Studies, 6(1), 61-80. Retrieved from http://www.ils.unimas.my/vol6-no1
Abstract: 
Giving written feedback to students is an important part of writing instruction.
However, few studies have been conducted to investigate current trends of written
corrective feedback in the secondary and university contexts. To identify and
evaluate the current state of empirical evidence, we conducted a qualitative
synthesis of published research that examined written corrective feedback in both
English-as-the-first-language and English-as-the second/foreign-language settings.
Four claims emerged in our analyses of 68 empirical studies published in journals
from 2006-2016. Each claim is supported by empirical evidence. The claims are: (1)
Individual differences play a part in the effectiveness of written corrective feedback;
(2) Students’ and teachers’ perceptions affect the effectiveness of written corrective
feedback; (3) Giving corrective feedback through technology is beneficial to
students; and (4) Written corrective feedback is more effective when it is used
concurrently with collaborative tasks. This meta-synthesis study sheds light on the
written corrective practice of English Language teachers across different pedagogical
settings and the factors that may affect student engagement in teacher written
feedback.
URI: 
ISSN: 
2180-2726
Website: 
Appears in Collections:Journal Articles

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