Oral corrective feedback on L2 writing: Two approaches compared

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dc.contributor.author Erlam, Rosemary en
dc.contributor.author Ellis, Roderick en
dc.contributor.author Batstone, Robert en
dc.date.accessioned 2014-12-05T01:56:48Z en
dc.date.issued 2013-06 en
dc.identifier.citation System, 2013, 41 (2), pp. 257 - 268 en
dc.identifier.issn 0346-251X en
dc.identifier.uri http://hdl.handle.net/2292/23686 en
dc.description.abstract Corrective feedback (CF) research conducted within a cognitive-interactionist framework has examined the effectiveness of specific types of CF (e.g. Ellis et al., 2006). In contrast, CF research conducted within a sociocultural framework has sought to show how tailoring the feedback to the learners' zone of proximal development assists learning (e.g. Aljaafreh and Lantolf, 1994). The study reported in this article was designed to compare these two approaches to investigating CF by examining two types of feedback on students' errors in oral conferences following two pieces of writing. Some students received ‘graduated feedback’ in accordance with sociocultural theory and others explicit feedback in accordance with cognitive-interactionist theory. The detailed analysis of the feedback sessions showed that while the graduated feedback was effective in promoting self-correction, there was no evidence of any systematic reduction in the level of assistance provided over time. In contrast, the explicit feedback resulted in less self-correction but was accomplished much more quickly. en
dc.language aa en
dc.relation.ispartofseries System en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.sherpa.ac.uk/romeo/issn/0346-251X/ en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Oral corrective feedback on L2 writing: Two approaches compared en
dc.type Journal Article en
dc.identifier.doi 10.1016/j.system.2013.03.004 en
pubs.issue 2 en
pubs.begin-page 257 en
pubs.volume 41 en
pubs.author-url http://www.sciencedirect.com/science/article/pii/S0346251X1300050X en
pubs.end-page 268 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 379507 en
pubs.org-id Education and Social Work en
pubs.org-id Curriculum and Pedagogy en
dc.identifier.eissn 1879-3282 en
pubs.record-created-at-source-date 2014-12-05 en

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