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You searched for subject:(Corrective feedback CF ). Showing records 1 – 30 of 5577 total matches.

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York University

1. Alkhawajah, Fatimah Idris. The Effect of Direct and Indirect Written Corrective Feedback on the Acquisition of Rule-Based and Item-Based Linguistic Features.

Degree: PhD, Linguistics and Applied Linguistics (Applied Linguistics), 2017, York University

 One of the most important tasks for second language (L2) writing teachers is providing their students with corrective feedback (CF) on their writing (Hyland &… (more)

Subjects/Keywords: Foreign language instruction; Corrective feedback; Written CF; Rule-based linguistic features; Item-based features; Students' preferences of CF types; Direct CF; Indirect CF

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Alkhawajah, F. I. (2017). The Effect of Direct and Indirect Written Corrective Feedback on the Acquisition of Rule-Based and Item-Based Linguistic Features. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/33418

Chicago Manual of Style (16th Edition):

Alkhawajah, Fatimah Idris. “The Effect of Direct and Indirect Written Corrective Feedback on the Acquisition of Rule-Based and Item-Based Linguistic Features.” 2017. Doctoral Dissertation, York University. Accessed October 27, 2020. http://hdl.handle.net/10315/33418.

MLA Handbook (7th Edition):

Alkhawajah, Fatimah Idris. “The Effect of Direct and Indirect Written Corrective Feedback on the Acquisition of Rule-Based and Item-Based Linguistic Features.” 2017. Web. 27 Oct 2020.

Vancouver:

Alkhawajah FI. The Effect of Direct and Indirect Written Corrective Feedback on the Acquisition of Rule-Based and Item-Based Linguistic Features. [Internet] [Doctoral dissertation]. York University; 2017. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/10315/33418.

Council of Science Editors:

Alkhawajah FI. The Effect of Direct and Indirect Written Corrective Feedback on the Acquisition of Rule-Based and Item-Based Linguistic Features. [Doctoral Dissertation]. York University; 2017. Available from: http://hdl.handle.net/10315/33418


University of Ghana

2. Owusu, E. Impact of Corrective Feedback on the Writing of Business Communication Students in Selected Tertiary Institutions in Ghana.

Degree: 2017, University of Ghana

 This research work examines the impact of corrective feedback (CF) on the writings of business communication students in selected tertiary institutions in Ghana. In Ghana,… (more)

Subjects/Keywords: Business Communication; Writing; Corrective Feedback (CF); Tertiary Institutions; Second Language Acquisition (SLA)

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APA (6th Edition):

Owusu, E. (2017). Impact of Corrective Feedback on the Writing of Business Communication Students in Selected Tertiary Institutions in Ghana. (Doctoral Dissertation). University of Ghana. Retrieved from http://ugspace.ug.edu.gh/handle/123456789/28943

Chicago Manual of Style (16th Edition):

Owusu, E. “Impact of Corrective Feedback on the Writing of Business Communication Students in Selected Tertiary Institutions in Ghana. ” 2017. Doctoral Dissertation, University of Ghana. Accessed October 27, 2020. http://ugspace.ug.edu.gh/handle/123456789/28943.

MLA Handbook (7th Edition):

Owusu, E. “Impact of Corrective Feedback on the Writing of Business Communication Students in Selected Tertiary Institutions in Ghana. ” 2017. Web. 27 Oct 2020.

Vancouver:

Owusu E. Impact of Corrective Feedback on the Writing of Business Communication Students in Selected Tertiary Institutions in Ghana. [Internet] [Doctoral dissertation]. University of Ghana; 2017. [cited 2020 Oct 27]. Available from: http://ugspace.ug.edu.gh/handle/123456789/28943.

Council of Science Editors:

Owusu E. Impact of Corrective Feedback on the Writing of Business Communication Students in Selected Tertiary Institutions in Ghana. [Doctoral Dissertation]. University of Ghana; 2017. Available from: http://ugspace.ug.edu.gh/handle/123456789/28943


Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

3. Karagianni, Ioanna. The use of learners' L1 in teacher oral corrective feedback: its effect on L2 development.

Degree: 2016, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

The aim of the study was to address the question of whether, in the course of foreign language learning, the oral correction of learners’ errors… (more)

Subjects/Keywords: Πρώτη/ Μητρική Γλώσσα (Γ1); Δεύτερη/ Ξένη Γλώσσα (Γ2); Ανατροφοδότηση; Ανάπτυξη της Γ2; Εκμάθηση; Γραμματικά λάθη; First Language (L1); Second/ Foreign Language (L2); Corrective Feedback (CF); L2 development; Learning; Grammatical Errors

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APA (6th Edition):

Karagianni, I. (2016). The use of learners' L1 in teacher oral corrective feedback: its effect on L2 development. (Thesis). Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Retrieved from http://hdl.handle.net/10442/hedi/39667

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Karagianni, Ioanna. “The use of learners' L1 in teacher oral corrective feedback: its effect on L2 development.” 2016. Thesis, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Accessed October 27, 2020. http://hdl.handle.net/10442/hedi/39667.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Karagianni, Ioanna. “The use of learners' L1 in teacher oral corrective feedback: its effect on L2 development.” 2016. Web. 27 Oct 2020.

Vancouver:

Karagianni I. The use of learners' L1 in teacher oral corrective feedback: its effect on L2 development. [Internet] [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2016. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/10442/hedi/39667.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Karagianni I. The use of learners' L1 in teacher oral corrective feedback: its effect on L2 development. [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2016. Available from: http://hdl.handle.net/10442/hedi/39667

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Vienna

4. Nußbaumer, Sabrina. Austrian EFL students' and teachers' attitudes towards oral corrective feedback.

Degree: 2019, University of Vienna

While a substantial amount of research has dealt with the general efficacy of oral corrective feedback (CF) as well as with different oral CF types,… (more)

Subjects/Keywords: 17.40 Angewandte Sprachwissenschaft: Allgemeines; 17.41 Sprachdidaktik; 18.04 Englische Sprache; 17.31 Spracherwerb; 17.42 Sprachbeherrschung; mündliches Corrective Feedback / mündliche Fehlerkorrektur / Englischunterricht / EnglischschülerInnen / EnglischlehrerInnen; oral corrective feedback / oral CF / error correction / EFL classroom / EFL learners / EFL teachers / attitudes / students' affective responses

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Nußbaumer, S. (2019). Austrian EFL students' and teachers' attitudes towards oral corrective feedback. (Thesis). University of Vienna. Retrieved from http://othes.univie.ac.at/56556/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Nußbaumer, Sabrina. “Austrian EFL students' and teachers' attitudes towards oral corrective feedback.” 2019. Thesis, University of Vienna. Accessed October 27, 2020. http://othes.univie.ac.at/56556/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Nußbaumer, Sabrina. “Austrian EFL students' and teachers' attitudes towards oral corrective feedback.” 2019. Web. 27 Oct 2020.

Vancouver:

Nußbaumer S. Austrian EFL students' and teachers' attitudes towards oral corrective feedback. [Internet] [Thesis]. University of Vienna; 2019. [cited 2020 Oct 27]. Available from: http://othes.univie.ac.at/56556/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nußbaumer S. Austrian EFL students' and teachers' attitudes towards oral corrective feedback. [Thesis]. University of Vienna; 2019. Available from: http://othes.univie.ac.at/56556/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

5. Arndt, Rebecca. A Qualitative Study of Corrective FeedbackA Qualitative Study of Corrective Feedback.

Degree: MA, English, 2019, St. Cloud State University

  Teachers around the globe strive to spur writers on to academic excellence by offering various means of corrective feedback on written tasks. The research… (more)

Subjects/Keywords: corrective feedback; indirect feedback; direct feedback

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Arndt, R. (2019). A Qualitative Study of Corrective FeedbackA Qualitative Study of Corrective Feedback. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/tesl_etds/16

Chicago Manual of Style (16th Edition):

Arndt, Rebecca. “A Qualitative Study of Corrective FeedbackA Qualitative Study of Corrective Feedback.” 2019. Masters Thesis, St. Cloud State University. Accessed October 27, 2020. https://repository.stcloudstate.edu/tesl_etds/16.

MLA Handbook (7th Edition):

Arndt, Rebecca. “A Qualitative Study of Corrective FeedbackA Qualitative Study of Corrective Feedback.” 2019. Web. 27 Oct 2020.

Vancouver:

Arndt R. A Qualitative Study of Corrective FeedbackA Qualitative Study of Corrective Feedback. [Internet] [Masters thesis]. St. Cloud State University; 2019. [cited 2020 Oct 27]. Available from: https://repository.stcloudstate.edu/tesl_etds/16.

Council of Science Editors:

Arndt R. A Qualitative Study of Corrective FeedbackA Qualitative Study of Corrective Feedback. [Masters Thesis]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/tesl_etds/16


University of Victoria

6. Yousefi, Marziyeh. Investigating the effect of corrective feedback on second language pragmatics: face-to-face vs. technology-mediated communication.

Degree: Department of Linguistics, 2020, University of Victoria

 Pragmatics “focuses on how people perform, interpret, and respond to language functions in a social context” (Taguchi, 2012, p.1), and therefore its development is key… (more)

Subjects/Keywords: pragmatics; corrective feedback; technology-mediated

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Yousefi, M. (2020). Investigating the effect of corrective feedback on second language pragmatics: face-to-face vs. technology-mediated communication. (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/12045

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Yousefi, Marziyeh. “Investigating the effect of corrective feedback on second language pragmatics: face-to-face vs. technology-mediated communication.” 2020. Thesis, University of Victoria. Accessed October 27, 2020. http://hdl.handle.net/1828/12045.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Yousefi, Marziyeh. “Investigating the effect of corrective feedback on second language pragmatics: face-to-face vs. technology-mediated communication.” 2020. Web. 27 Oct 2020.

Vancouver:

Yousefi M. Investigating the effect of corrective feedback on second language pragmatics: face-to-face vs. technology-mediated communication. [Internet] [Thesis]. University of Victoria; 2020. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/1828/12045.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yousefi M. Investigating the effect of corrective feedback on second language pragmatics: face-to-face vs. technology-mediated communication. [Thesis]. University of Victoria; 2020. Available from: http://hdl.handle.net/1828/12045

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Melbourne

7. Al Shahrani, Abdul Aziz. Investigation of written corrective feedback in an EFL context: beliefs of teachers, their real practices and students' preferences.

Degree: 2013, University of Melbourne

 Researchers have investigated students’ preferences in respect to written corrective feedback (WCF), but few have investigated teachers’ beliefs about the use of WCF. The studies… (more)

Subjects/Keywords: written corrective feedback; WCF

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Al Shahrani, A. A. (2013). Investigation of written corrective feedback in an EFL context: beliefs of teachers, their real practices and students' preferences. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/38637

Chicago Manual of Style (16th Edition):

Al Shahrani, Abdul Aziz. “Investigation of written corrective feedback in an EFL context: beliefs of teachers, their real practices and students' preferences.” 2013. Masters Thesis, University of Melbourne. Accessed October 27, 2020. http://hdl.handle.net/11343/38637.

MLA Handbook (7th Edition):

Al Shahrani, Abdul Aziz. “Investigation of written corrective feedback in an EFL context: beliefs of teachers, their real practices and students' preferences.” 2013. Web. 27 Oct 2020.

Vancouver:

Al Shahrani AA. Investigation of written corrective feedback in an EFL context: beliefs of teachers, their real practices and students' preferences. [Internet] [Masters thesis]. University of Melbourne; 2013. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/11343/38637.

Council of Science Editors:

Al Shahrani AA. Investigation of written corrective feedback in an EFL context: beliefs of teachers, their real practices and students' preferences. [Masters Thesis]. University of Melbourne; 2013. Available from: http://hdl.handle.net/11343/38637


University of Texas – Austin

8. Kim, Tristina. Feedback approaches in foreign and second language (L2) writing.

Degree: MA, Foreign Language Education, 2013, University of Texas – Austin

 Written corrective feedback is extensively used in second language writing courses. Although some think it detrimental to student learning (i.e. Truscott, 1996), much research over… (more)

Subjects/Keywords: Written corrective feedback; L2; WCF

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APA (6th Edition):

Kim, T. (2013). Feedback approaches in foreign and second language (L2) writing. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/23997

Chicago Manual of Style (16th Edition):

Kim, Tristina. “Feedback approaches in foreign and second language (L2) writing.” 2013. Masters Thesis, University of Texas – Austin. Accessed October 27, 2020. http://hdl.handle.net/2152/23997.

MLA Handbook (7th Edition):

Kim, Tristina. “Feedback approaches in foreign and second language (L2) writing.” 2013. Web. 27 Oct 2020.

Vancouver:

Kim T. Feedback approaches in foreign and second language (L2) writing. [Internet] [Masters thesis]. University of Texas – Austin; 2013. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/2152/23997.

Council of Science Editors:

Kim T. Feedback approaches in foreign and second language (L2) writing. [Masters Thesis]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/23997

9. Nugent, Kelly. Written Corrective Feedback: Teacher Approaches Within the Structure of a Pathway Model.

Degree: MA, English, 2020, St. Cloud State University

  Responding to student writing has been studied in both second language (L2) writing and first language writing. However, the intersection of these two fields,… (more)

Subjects/Keywords: Written corrective feedback; feedback; teacher practice

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Nugent, K. (2020). Written Corrective Feedback: Teacher Approaches Within the Structure of a Pathway Model. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/tesl_etds/32

Chicago Manual of Style (16th Edition):

Nugent, Kelly. “Written Corrective Feedback: Teacher Approaches Within the Structure of a Pathway Model.” 2020. Masters Thesis, St. Cloud State University. Accessed October 27, 2020. https://repository.stcloudstate.edu/tesl_etds/32.

MLA Handbook (7th Edition):

Nugent, Kelly. “Written Corrective Feedback: Teacher Approaches Within the Structure of a Pathway Model.” 2020. Web. 27 Oct 2020.

Vancouver:

Nugent K. Written Corrective Feedback: Teacher Approaches Within the Structure of a Pathway Model. [Internet] [Masters thesis]. St. Cloud State University; 2020. [cited 2020 Oct 27]. Available from: https://repository.stcloudstate.edu/tesl_etds/32.

Council of Science Editors:

Nugent K. Written Corrective Feedback: Teacher Approaches Within the Structure of a Pathway Model. [Masters Thesis]. St. Cloud State University; 2020. Available from: https://repository.stcloudstate.edu/tesl_etds/32

10. Marti, Alexandra. « Feedback » correctif à l'écrit à travers l'étude comparative du FLE en Espagne et de l'ELE en France : processus d'enseignement, apprentissage et acquisition : Corrective feedback in written works through the comparative study of FFL in Spain and SFL in France : teaching, learning and acquisition process.

Degree: Docteur es, Sciences du langage, 2017, Sorbonne Paris Cité; Universidad de Alicante

Cette thèse qui se veut transdisciplinaire, alliant les sciences du langage, les sciences de l'éducation et la sociolinguistique, se centre sur quatre axes principaux :… (more)

Subjects/Keywords: Français Langue Étrangère (FLE); Espagnol Langue Étrangère (ELE); Éducation plurilingue; Feedback correctif; Enseignement; Apprentissage/acquisition d'une LE; French as a Foreign Language (FFL); Spanish as a Foreign Language (SFL); Plurilingual education; Corrective feedback (CF); Teaching; Learning and acquisition of a foreign language; Francés Lengua Extranjera (FLE); Español Lengua Extranjera (ELE); Educación plurilingüe; Feedback correctivo; Enseñanza; Aprendizaje/adquisición de una LE; 440.71; 460.71

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APA (6th Edition):

Marti, A. (2017). « Feedback » correctif à l'écrit à travers l'étude comparative du FLE en Espagne et de l'ELE en France : processus d'enseignement, apprentissage et acquisition : Corrective feedback in written works through the comparative study of FFL in Spain and SFL in France : teaching, learning and acquisition process. (Doctoral Dissertation). Sorbonne Paris Cité; Universidad de Alicante. Retrieved from http://www.theses.fr/2017USPCB184

Chicago Manual of Style (16th Edition):

Marti, Alexandra. “« Feedback » correctif à l'écrit à travers l'étude comparative du FLE en Espagne et de l'ELE en France : processus d'enseignement, apprentissage et acquisition : Corrective feedback in written works through the comparative study of FFL in Spain and SFL in France : teaching, learning and acquisition process.” 2017. Doctoral Dissertation, Sorbonne Paris Cité; Universidad de Alicante. Accessed October 27, 2020. http://www.theses.fr/2017USPCB184.

MLA Handbook (7th Edition):

Marti, Alexandra. “« Feedback » correctif à l'écrit à travers l'étude comparative du FLE en Espagne et de l'ELE en France : processus d'enseignement, apprentissage et acquisition : Corrective feedback in written works through the comparative study of FFL in Spain and SFL in France : teaching, learning and acquisition process.” 2017. Web. 27 Oct 2020.

Vancouver:

Marti A. « Feedback » correctif à l'écrit à travers l'étude comparative du FLE en Espagne et de l'ELE en France : processus d'enseignement, apprentissage et acquisition : Corrective feedback in written works through the comparative study of FFL in Spain and SFL in France : teaching, learning and acquisition process. [Internet] [Doctoral dissertation]. Sorbonne Paris Cité; Universidad de Alicante; 2017. [cited 2020 Oct 27]. Available from: http://www.theses.fr/2017USPCB184.

Council of Science Editors:

Marti A. « Feedback » correctif à l'écrit à travers l'étude comparative du FLE en Espagne et de l'ELE en France : processus d'enseignement, apprentissage et acquisition : Corrective feedback in written works through the comparative study of FFL in Spain and SFL in France : teaching, learning and acquisition process. [Doctoral Dissertation]. Sorbonne Paris Cité; Universidad de Alicante; 2017. Available from: http://www.theses.fr/2017USPCB184


Virginia Tech

11. Purnawarman, Pupung. Impacts of Different Types of Teacher Corrective Feedback in Reducing Grammatical Errors on ESL/EFL Students' Writing.

Degree: PhD, Curriculum and Instruction (Instructional Design and Technology), 2011, Virginia Tech

 The study investigated the impacts of different strategies of providing teacher written corrective feedback on first semester ESL/EFL students’ writing accuracy and writing quality. Four… (more)

Subjects/Keywords: Corrective Feedback; Direct Feedback; ESL; EFL; Error Reduction; Explicit Corrective Comments; Indirect Feedback; Teacher Feedback; Written Feedback; Writing

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Purnawarman, P. (2011). Impacts of Different Types of Teacher Corrective Feedback in Reducing Grammatical Errors on ESL/EFL Students' Writing. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30067

Chicago Manual of Style (16th Edition):

Purnawarman, Pupung. “Impacts of Different Types of Teacher Corrective Feedback in Reducing Grammatical Errors on ESL/EFL Students' Writing.” 2011. Doctoral Dissertation, Virginia Tech. Accessed October 27, 2020. http://hdl.handle.net/10919/30067.

MLA Handbook (7th Edition):

Purnawarman, Pupung. “Impacts of Different Types of Teacher Corrective Feedback in Reducing Grammatical Errors on ESL/EFL Students' Writing.” 2011. Web. 27 Oct 2020.

Vancouver:

Purnawarman P. Impacts of Different Types of Teacher Corrective Feedback in Reducing Grammatical Errors on ESL/EFL Students' Writing. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/10919/30067.

Council of Science Editors:

Purnawarman P. Impacts of Different Types of Teacher Corrective Feedback in Reducing Grammatical Errors on ESL/EFL Students' Writing. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/30067


Universidad Andrés Bello

12. Cáceres Aravena, Ramón. The impact of the use of the Corrective Feedback perceived by EFL teachers on students oral production .

Degree: 2015, Universidad Andrés Bello

 Although many experimental and classroom studies show the benefits of oral corrective feedback for second language acquisition, very little is known about the actual practice… (more)

Subjects/Keywords: Oral corrective feedback; EFL Teachers; Teachers' perceptions; Corrective techniques

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APA (6th Edition):

Cáceres Aravena, R. (2015). The impact of the use of the Corrective Feedback perceived by EFL teachers on students oral production . (Thesis). Universidad Andrés Bello. Retrieved from http://repositorio.unab.cl/xmlui/handle/ria/2732

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cáceres Aravena, Ramón. “The impact of the use of the Corrective Feedback perceived by EFL teachers on students oral production .” 2015. Thesis, Universidad Andrés Bello. Accessed October 27, 2020. http://repositorio.unab.cl/xmlui/handle/ria/2732.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cáceres Aravena, Ramón. “The impact of the use of the Corrective Feedback perceived by EFL teachers on students oral production .” 2015. Web. 27 Oct 2020.

Vancouver:

Cáceres Aravena R. The impact of the use of the Corrective Feedback perceived by EFL teachers on students oral production . [Internet] [Thesis]. Universidad Andrés Bello; 2015. [cited 2020 Oct 27]. Available from: http://repositorio.unab.cl/xmlui/handle/ria/2732.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cáceres Aravena R. The impact of the use of the Corrective Feedback perceived by EFL teachers on students oral production . [Thesis]. Universidad Andrés Bello; 2015. Available from: http://repositorio.unab.cl/xmlui/handle/ria/2732

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Ottawa

13. Takoff, Danielle. Helping Each Other Along: An Investigation into How Language Learners Can Work Together to Increase Language Accuracy .

Degree: 2019, University of Ottawa

 This mixed-methods project was designed to answer four questions around the quality of oral production of French Immersion students: How does the nature of the… (more)

Subjects/Keywords: Interlanguage; French Immersion; Oral Corrective Feedback

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APA (6th Edition):

Takoff, D. (2019). Helping Each Other Along: An Investigation into How Language Learners Can Work Together to Increase Language Accuracy . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/39109

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Takoff, Danielle. “Helping Each Other Along: An Investigation into How Language Learners Can Work Together to Increase Language Accuracy .” 2019. Thesis, University of Ottawa. Accessed October 27, 2020. http://hdl.handle.net/10393/39109.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Takoff, Danielle. “Helping Each Other Along: An Investigation into How Language Learners Can Work Together to Increase Language Accuracy .” 2019. Web. 27 Oct 2020.

Vancouver:

Takoff D. Helping Each Other Along: An Investigation into How Language Learners Can Work Together to Increase Language Accuracy . [Internet] [Thesis]. University of Ottawa; 2019. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/10393/39109.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Takoff D. Helping Each Other Along: An Investigation into How Language Learners Can Work Together to Increase Language Accuracy . [Thesis]. University of Ottawa; 2019. Available from: http://hdl.handle.net/10393/39109

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


AUT University

14. Rummel, Stephanie Lee. Student and teacher beliefs about written CF and the effect those beliefs have on uptake: a multiple case study of Laos and Kuwait .

Degree: AUT University

 The effectiveness of various types of written corrective feedback (written CF) to improve second language writer’ written accuracy is an issue that is currently receiving… (more)

Subjects/Keywords: Corrective feedback; Beliefs

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Rummel, S. L. (n.d.). Student and teacher beliefs about written CF and the effect those beliefs have on uptake: a multiple case study of Laos and Kuwait . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/7717

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rummel, Stephanie Lee. “Student and teacher beliefs about written CF and the effect those beliefs have on uptake: a multiple case study of Laos and Kuwait .” Thesis, AUT University. Accessed October 27, 2020. http://hdl.handle.net/10292/7717.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rummel, Stephanie Lee. “Student and teacher beliefs about written CF and the effect those beliefs have on uptake: a multiple case study of Laos and Kuwait .” Web. 27 Oct 2020.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Rummel SL. Student and teacher beliefs about written CF and the effect those beliefs have on uptake: a multiple case study of Laos and Kuwait . [Internet] [Thesis]. AUT University; [cited 2020 Oct 27]. Available from: http://hdl.handle.net/10292/7717.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Rummel SL. Student and teacher beliefs about written CF and the effect those beliefs have on uptake: a multiple case study of Laos and Kuwait . [Thesis]. AUT University; Available from: http://hdl.handle.net/10292/7717

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


California State University – Northridge

15. Nekrashevich, Tatsiana. Perception of oral corrective feedback (OCF) by non-native (Russian-speaking) and native (US) English instructors.

Degree: MA, Linguistics/TESL, 2020, California State University – Northridge

 While the positive effect of Oral Corrective Feedback (henceforth, OCF) has been questioned and its sufficiency as a resource for correction has been doubted (Krashen,… (more)

Subjects/Keywords: Oral corrective feedback; Dissertations, Academic  – CSUN  – Linguistics.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Nekrashevich, T. (2020). Perception of oral corrective feedback (OCF) by non-native (Russian-speaking) and native (US) English instructors. (Masters Thesis). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.3/216335

Chicago Manual of Style (16th Edition):

Nekrashevich, Tatsiana. “Perception of oral corrective feedback (OCF) by non-native (Russian-speaking) and native (US) English instructors.” 2020. Masters Thesis, California State University – Northridge. Accessed October 27, 2020. http://hdl.handle.net/10211.3/216335.

MLA Handbook (7th Edition):

Nekrashevich, Tatsiana. “Perception of oral corrective feedback (OCF) by non-native (Russian-speaking) and native (US) English instructors.” 2020. Web. 27 Oct 2020.

Vancouver:

Nekrashevich T. Perception of oral corrective feedback (OCF) by non-native (Russian-speaking) and native (US) English instructors. [Internet] [Masters thesis]. California State University – Northridge; 2020. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/10211.3/216335.

Council of Science Editors:

Nekrashevich T. Perception of oral corrective feedback (OCF) by non-native (Russian-speaking) and native (US) English instructors. [Masters Thesis]. California State University – Northridge; 2020. Available from: http://hdl.handle.net/10211.3/216335


University of Tasmania

16. Othman, WM. The role of feedback in Malaysian ESL secondary school classrooms.

Degree: 2012, University of Tasmania

 This study examined the role of oral corrective feedback in the context of ESL (English as a second language) in one Malaysian state. Recent studies… (more)

Subjects/Keywords: oral corrective feedback; secondary school classrooms; Malaysian ESL classrooms; role of corrective feedback

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Othman, W. (2012). The role of feedback in Malaysian ESL secondary school classrooms. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/14782/2/whole-othman-thesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Othman, WM. “The role of feedback in Malaysian ESL secondary school classrooms.” 2012. Thesis, University of Tasmania. Accessed October 27, 2020. https://eprints.utas.edu.au/14782/2/whole-othman-thesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Othman, WM. “The role of feedback in Malaysian ESL secondary school classrooms.” 2012. Web. 27 Oct 2020.

Vancouver:

Othman W. The role of feedback in Malaysian ESL secondary school classrooms. [Internet] [Thesis]. University of Tasmania; 2012. [cited 2020 Oct 27]. Available from: https://eprints.utas.edu.au/14782/2/whole-othman-thesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Othman W. The role of feedback in Malaysian ESL secondary school classrooms. [Thesis]. University of Tasmania; 2012. Available from: https://eprints.utas.edu.au/14782/2/whole-othman-thesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Urbana-Champaign

17. Choi, Sea Hee. The effects of written corrective feedback on second language writing focused on the English articles system.

Degree: MA, 0299, 2014, University of Illinois – Urbana-Champaign

 The present study explored the effectiveness of different types of written corrective feedback and error logs in L2 writing focused on English articles. For this… (more)

Subjects/Keywords: Written corrective feedback; Second language (L2) writing; error logs; implicit and explicit corrective feedback

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Choi, S. H. (2014). The effects of written corrective feedback on second language writing focused on the English articles system. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/46899

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Choi, Sea Hee. “The effects of written corrective feedback on second language writing focused on the English articles system.” 2014. Thesis, University of Illinois – Urbana-Champaign. Accessed October 27, 2020. http://hdl.handle.net/2142/46899.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Choi, Sea Hee. “The effects of written corrective feedback on second language writing focused on the English articles system.” 2014. Web. 27 Oct 2020.

Vancouver:

Choi SH. The effects of written corrective feedback on second language writing focused on the English articles system. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2014. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/2142/46899.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Choi SH. The effects of written corrective feedback on second language writing focused on the English articles system. [Thesis]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/46899

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Waikato

18. Nguyen, Thi Huong. Oral corrective feedback in a blended learning environment: Challenges and contradictions faced by teachers in a Vietnamese university .

Degree: 2019, University of Waikato

 Although much research has investigated oral correction feedback (OCF), little has addressed EFL teachers’ cognition and practices about OCF provision in blended learning environments. This… (more)

Subjects/Keywords: delayed feedback; oral corrective feedback; teacher cognition; blended learning; university teachers

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Nguyen, T. H. (2019). Oral corrective feedback in a blended learning environment: Challenges and contradictions faced by teachers in a Vietnamese university . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/13110

Chicago Manual of Style (16th Edition):

Nguyen, Thi Huong. “Oral corrective feedback in a blended learning environment: Challenges and contradictions faced by teachers in a Vietnamese university .” 2019. Doctoral Dissertation, University of Waikato. Accessed October 27, 2020. http://hdl.handle.net/10289/13110.

MLA Handbook (7th Edition):

Nguyen, Thi Huong. “Oral corrective feedback in a blended learning environment: Challenges and contradictions faced by teachers in a Vietnamese university .” 2019. Web. 27 Oct 2020.

Vancouver:

Nguyen TH. Oral corrective feedback in a blended learning environment: Challenges and contradictions faced by teachers in a Vietnamese university . [Internet] [Doctoral dissertation]. University of Waikato; 2019. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/10289/13110.

Council of Science Editors:

Nguyen TH. Oral corrective feedback in a blended learning environment: Challenges and contradictions faced by teachers in a Vietnamese university . [Doctoral Dissertation]. University of Waikato; 2019. Available from: http://hdl.handle.net/10289/13110


Brigham Young University

19. Eddington, Brooke Elizabeth. A Modified Approach to the Implementation of Dynamic Written Corrective Feedback.

Degree: MA, 2014, Brigham Young University

  Grammatical accuracy in second language (L2) writing is one of the key issues that English as a Second Language (ESL) learners struggle with, both… (more)

Subjects/Keywords: ESL; L2; L2 writing; error correction; written corrective feedback; dynamic written corrective feedback; linguistic accuracy; Linguistics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Eddington, B. E. (2014). A Modified Approach to the Implementation of Dynamic Written Corrective Feedback. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5388&context=etd

Chicago Manual of Style (16th Edition):

Eddington, Brooke Elizabeth. “A Modified Approach to the Implementation of Dynamic Written Corrective Feedback.” 2014. Masters Thesis, Brigham Young University. Accessed October 27, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5388&context=etd.

MLA Handbook (7th Edition):

Eddington, Brooke Elizabeth. “A Modified Approach to the Implementation of Dynamic Written Corrective Feedback.” 2014. Web. 27 Oct 2020.

Vancouver:

Eddington BE. A Modified Approach to the Implementation of Dynamic Written Corrective Feedback. [Internet] [Masters thesis]. Brigham Young University; 2014. [cited 2020 Oct 27]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5388&context=etd.

Council of Science Editors:

Eddington BE. A Modified Approach to the Implementation of Dynamic Written Corrective Feedback. [Masters Thesis]. Brigham Young University; 2014. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5388&context=etd


Universiteit Utrecht

20. Schipper, Nicolaas Sebastiaan. Corrective Feedback: de beginnende L2 leerder en een nieuwe structuur binnen een communicatieve taak.

Degree: 2007, Universiteit Utrecht

 De praktische insteek van dit onderzoek zal geen kwantitatieve analyse opleveren, maar zal inzicht geven in de communicatieve taak, in effecten van Corrective Feedback en… (more)

Subjects/Keywords: Sociale Wetenschappen; Corrective Feedback; communicatieve taak; metalinguistic feedback; recast; prompts; Focus on Form

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Schipper, N. S. (2007). Corrective Feedback: de beginnende L2 leerder en een nieuwe structuur binnen een communicatieve taak. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/21603

Chicago Manual of Style (16th Edition):

Schipper, Nicolaas Sebastiaan. “Corrective Feedback: de beginnende L2 leerder en een nieuwe structuur binnen een communicatieve taak.” 2007. Masters Thesis, Universiteit Utrecht. Accessed October 27, 2020. http://dspace.library.uu.nl:8080/handle/1874/21603.

MLA Handbook (7th Edition):

Schipper, Nicolaas Sebastiaan. “Corrective Feedback: de beginnende L2 leerder en een nieuwe structuur binnen een communicatieve taak.” 2007. Web. 27 Oct 2020.

Vancouver:

Schipper NS. Corrective Feedback: de beginnende L2 leerder en een nieuwe structuur binnen een communicatieve taak. [Internet] [Masters thesis]. Universiteit Utrecht; 2007. [cited 2020 Oct 27]. Available from: http://dspace.library.uu.nl:8080/handle/1874/21603.

Council of Science Editors:

Schipper NS. Corrective Feedback: de beginnende L2 leerder en een nieuwe structuur binnen een communicatieve taak. [Masters Thesis]. Universiteit Utrecht; 2007. Available from: http://dspace.library.uu.nl:8080/handle/1874/21603

21. MARIA LUIZA LEMIESZEK PEREIRA. O FEEDBACK CORRETIVO REFERENTE À PRODUÇÃO DO MORFEMA -ED DO INGLÊS POR BRASILEIROS: CONCEPÇÕES E PRÁTICAS PEDAGÓGICAS DE DE DOIS PROFESSORES.

Degree: 2011, Universidade Catolica de Pelotas

O presente estudo tem como propósito investigar os tipos de feedback corretivos fornecidos por professores brasileiros de inglês, no que tange aos erros de pronúncia… (more)

Subjects/Keywords: feedback corretivo; morfema -ed, ensino de LE; LINGUISTICA APLICADA; Feedback Corrective; -ed morpheme; FL

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APA (6th Edition):

PEREIRA, M. L. L. (2011). O FEEDBACK CORRETIVO REFERENTE À PRODUÇÃO DO MORFEMA -ED DO INGLÊS POR BRASILEIROS: CONCEPÇÕES E PRÁTICAS PEDAGÓGICAS DE DE DOIS PROFESSORES. (Thesis). Universidade Catolica de Pelotas. Retrieved from http://biblioteca.ucpel.tche.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=375

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

PEREIRA, MARIA LUIZA LEMIESZEK. “O FEEDBACK CORRETIVO REFERENTE À PRODUÇÃO DO MORFEMA -ED DO INGLÊS POR BRASILEIROS: CONCEPÇÕES E PRÁTICAS PEDAGÓGICAS DE DE DOIS PROFESSORES.” 2011. Thesis, Universidade Catolica de Pelotas. Accessed October 27, 2020. http://biblioteca.ucpel.tche.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=375.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

PEREIRA, MARIA LUIZA LEMIESZEK. “O FEEDBACK CORRETIVO REFERENTE À PRODUÇÃO DO MORFEMA -ED DO INGLÊS POR BRASILEIROS: CONCEPÇÕES E PRÁTICAS PEDAGÓGICAS DE DE DOIS PROFESSORES.” 2011. Web. 27 Oct 2020.

Vancouver:

PEREIRA MLL. O FEEDBACK CORRETIVO REFERENTE À PRODUÇÃO DO MORFEMA -ED DO INGLÊS POR BRASILEIROS: CONCEPÇÕES E PRÁTICAS PEDAGÓGICAS DE DE DOIS PROFESSORES. [Internet] [Thesis]. Universidade Catolica de Pelotas; 2011. [cited 2020 Oct 27]. Available from: http://biblioteca.ucpel.tche.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=375.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

PEREIRA MLL. O FEEDBACK CORRETIVO REFERENTE À PRODUÇÃO DO MORFEMA -ED DO INGLÊS POR BRASILEIROS: CONCEPÇÕES E PRÁTICAS PEDAGÓGICAS DE DE DOIS PROFESSORES. [Thesis]. Universidade Catolica de Pelotas; 2011. Available from: http://biblioteca.ucpel.tche.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=375

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Victoria

22. Karim, Khaled Mahmud Rezaul. The effects of direct and indirect written corrective feedback (CF) on English-as-a-second-language (ESL) students’ revision accuracy and writing skills.

Degree: Department of Linguistics, 2014, University of Victoria

 Since the publication of Truscott’s paper in 1996 arguing against the effectiveness of grammar correction in second language (L2) writing, there has been an ongoing… (more)

Subjects/Keywords: Written corrective feedback; ESL writing; error correction; direct and indirect feedback; applied linguistics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Karim, K. M. R. (2014). The effects of direct and indirect written corrective feedback (CF) on English-as-a-second-language (ESL) students’ revision accuracy and writing skills. (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/5157

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Karim, Khaled Mahmud Rezaul. “The effects of direct and indirect written corrective feedback (CF) on English-as-a-second-language (ESL) students’ revision accuracy and writing skills.” 2014. Thesis, University of Victoria. Accessed October 27, 2020. http://hdl.handle.net/1828/5157.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Karim, Khaled Mahmud Rezaul. “The effects of direct and indirect written corrective feedback (CF) on English-as-a-second-language (ESL) students’ revision accuracy and writing skills.” 2014. Web. 27 Oct 2020.

Vancouver:

Karim KMR. The effects of direct and indirect written corrective feedback (CF) on English-as-a-second-language (ESL) students’ revision accuracy and writing skills. [Internet] [Thesis]. University of Victoria; 2014. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/1828/5157.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Karim KMR. The effects of direct and indirect written corrective feedback (CF) on English-as-a-second-language (ESL) students’ revision accuracy and writing skills. [Thesis]. University of Victoria; 2014. Available from: http://hdl.handle.net/1828/5157

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Melbourne

23. Hoang, Thi Linh Giang. Examining Automated Corrective Feedback in EFL Writing Classrooms: A Case Study of Criterion.

Degree: 2019, University of Melbourne

 Automated writing evaluation (AWE) systems are increasingly used in classroom settings to provide formative feedback to learners. Yet, there is a scarcity of research evidence… (more)

Subjects/Keywords: Criterion; Automated corrective feedback; Automated writing evaluation; Engagement with feedback; L2 writing

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hoang, T. L. G. (2019). Examining Automated Corrective Feedback in EFL Writing Classrooms: A Case Study of Criterion. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/234481

Chicago Manual of Style (16th Edition):

Hoang, Thi Linh Giang. “Examining Automated Corrective Feedback in EFL Writing Classrooms: A Case Study of Criterion.” 2019. Doctoral Dissertation, University of Melbourne. Accessed October 27, 2020. http://hdl.handle.net/11343/234481.

MLA Handbook (7th Edition):

Hoang, Thi Linh Giang. “Examining Automated Corrective Feedback in EFL Writing Classrooms: A Case Study of Criterion.” 2019. Web. 27 Oct 2020.

Vancouver:

Hoang TLG. Examining Automated Corrective Feedback in EFL Writing Classrooms: A Case Study of Criterion. [Internet] [Doctoral dissertation]. University of Melbourne; 2019. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/11343/234481.

Council of Science Editors:

Hoang TLG. Examining Automated Corrective Feedback in EFL Writing Classrooms: A Case Study of Criterion. [Doctoral Dissertation]. University of Melbourne; 2019. Available from: http://hdl.handle.net/11343/234481


University of Victoria

24. Shirani, Reza. Explicit versus implicit corrective feedback during videoconferencing: effects on the accuracy and fluency of L2 speech.

Degree: Department of Linguistics, 2020, University of Victoria

 A growing body of research has compared the effects of explicit and implicit corrective feedback (CF) on L2 accuracy. However, L2 performance is not limited… (more)

Subjects/Keywords: computer-mediated communication; corrective feedback; explicit correction; implicit feedback; recasts; videoconferencing; accuracy; fluency

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Shirani, R. (2020). Explicit versus implicit corrective feedback during videoconferencing: effects on the accuracy and fluency of L2 speech. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/12136

Chicago Manual of Style (16th Edition):

Shirani, Reza. “Explicit versus implicit corrective feedback during videoconferencing: effects on the accuracy and fluency of L2 speech.” 2020. Masters Thesis, University of Victoria. Accessed October 27, 2020. http://hdl.handle.net/1828/12136.

MLA Handbook (7th Edition):

Shirani, Reza. “Explicit versus implicit corrective feedback during videoconferencing: effects on the accuracy and fluency of L2 speech.” 2020. Web. 27 Oct 2020.

Vancouver:

Shirani R. Explicit versus implicit corrective feedback during videoconferencing: effects on the accuracy and fluency of L2 speech. [Internet] [Masters thesis]. University of Victoria; 2020. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/1828/12136.

Council of Science Editors:

Shirani R. Explicit versus implicit corrective feedback during videoconferencing: effects on the accuracy and fluency of L2 speech. [Masters Thesis]. University of Victoria; 2020. Available from: http://hdl.handle.net/1828/12136

25. Kerkkamp, M. Giving corrective oral feedback in a bilingual context. In what ways can oral corrective feedback on language mistakes be made more effective within the lessons of the bilingual education department?.

Degree: 2013, Universiteit Utrecht

 Looking at the conclusions of the vast amount of research that has been done on giving feedback in class, one can agree that teacher feedback(more)

Subjects/Keywords: IVLOS; corrective,oral,feedback

…Gerrit Jan Koopman. The coding scheme 8|Page Corrective oral feedback described the possible… …to our main question ‘How to provide corrective oral feedback more effectively at the… …bilingual department at Lyceum Oudehoven’? 1. Which forms of oral corrective feedback are given… …Corrective oral feedback Also, it stands out that non-CLIL occurs among 5 out of 7 teachers that… …student’s mistake did not occur. 10 | P a g e Corrective oral feedback Feedback used in… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kerkkamp, M. (2013). Giving corrective oral feedback in a bilingual context. In what ways can oral corrective feedback on language mistakes be made more effective within the lessons of the bilingual education department?. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/279540

Chicago Manual of Style (16th Edition):

Kerkkamp, M. “Giving corrective oral feedback in a bilingual context. In what ways can oral corrective feedback on language mistakes be made more effective within the lessons of the bilingual education department?.” 2013. Masters Thesis, Universiteit Utrecht. Accessed October 27, 2020. http://dspace.library.uu.nl:8080/handle/1874/279540.

MLA Handbook (7th Edition):

Kerkkamp, M. “Giving corrective oral feedback in a bilingual context. In what ways can oral corrective feedback on language mistakes be made more effective within the lessons of the bilingual education department?.” 2013. Web. 27 Oct 2020.

Vancouver:

Kerkkamp M. Giving corrective oral feedback in a bilingual context. In what ways can oral corrective feedback on language mistakes be made more effective within the lessons of the bilingual education department?. [Internet] [Masters thesis]. Universiteit Utrecht; 2013. [cited 2020 Oct 27]. Available from: http://dspace.library.uu.nl:8080/handle/1874/279540.

Council of Science Editors:

Kerkkamp M. Giving corrective oral feedback in a bilingual context. In what ways can oral corrective feedback on language mistakes be made more effective within the lessons of the bilingual education department?. [Masters Thesis]. Universiteit Utrecht; 2013. Available from: http://dspace.library.uu.nl:8080/handle/1874/279540


AUT University

26. Lu, Yang. The value of direct and indirect written corrective feedback for intermediate ESL students .

Degree: 2010, AUT University

 This study looks at the effectiveness of direct and indirect written corrective feedback (WCF) when using them with 26 intermediate ESL learners’ writings. The study… (more)

Subjects/Keywords: linguistics; written corrective feedback; direct and indirect WCF

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lu, Y. (2010). The value of direct and indirect written corrective feedback for intermediate ESL students . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/929

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lu, Yang. “The value of direct and indirect written corrective feedback for intermediate ESL students .” 2010. Thesis, AUT University. Accessed October 27, 2020. http://hdl.handle.net/10292/929.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lu, Yang. “The value of direct and indirect written corrective feedback for intermediate ESL students .” 2010. Web. 27 Oct 2020.

Vancouver:

Lu Y. The value of direct and indirect written corrective feedback for intermediate ESL students . [Internet] [Thesis]. AUT University; 2010. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/10292/929.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lu Y. The value of direct and indirect written corrective feedback for intermediate ESL students . [Thesis]. AUT University; 2010. Available from: http://hdl.handle.net/10292/929

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Brigham Young University

27. Hart, Judson Mc Kay. Comparing the Effects of Two Forms of Dynamic Corrective Feedback On Four Characteristics of English Language Learner Writing.

Degree: MA, 2011, Brigham Young University

 Particular English language learners have a need to demonstrate high levels of accuracy in their written and spoken language production. Dynamic corrective feedback (dynamic CF)… (more)

Subjects/Keywords: dynamic corrective feedback; L2 learner; writing; speaking; accuracy; Linguistics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hart, J. M. K. (2011). Comparing the Effects of Two Forms of Dynamic Corrective Feedback On Four Characteristics of English Language Learner Writing. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3784&context=etd

Chicago Manual of Style (16th Edition):

Hart, Judson Mc Kay. “Comparing the Effects of Two Forms of Dynamic Corrective Feedback On Four Characteristics of English Language Learner Writing.” 2011. Masters Thesis, Brigham Young University. Accessed October 27, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3784&context=etd.

MLA Handbook (7th Edition):

Hart, Judson Mc Kay. “Comparing the Effects of Two Forms of Dynamic Corrective Feedback On Four Characteristics of English Language Learner Writing.” 2011. Web. 27 Oct 2020.

Vancouver:

Hart JMK. Comparing the Effects of Two Forms of Dynamic Corrective Feedback On Four Characteristics of English Language Learner Writing. [Internet] [Masters thesis]. Brigham Young University; 2011. [cited 2020 Oct 27]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3784&context=etd.

Council of Science Editors:

Hart JMK. Comparing the Effects of Two Forms of Dynamic Corrective Feedback On Four Characteristics of English Language Learner Writing. [Masters Thesis]. Brigham Young University; 2011. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3784&context=etd


University of Minnesota

28. Cao, Peihong. ESL Teachers’ Knowledge of and Experience with Written Corrective Feedback.

Degree: D.Ed., Education, Curriculum and Instruction, 2017, University of Minnesota

 ABSTRACT Written Corrective Feedback (WCF) in writing classes is fundamental to interactions between teachers and students about students’ writing and to help students further improve… (more)

Subjects/Keywords: ESL; Written corrective feedback; cognition; practice; training; experience

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cao, P. (2017). ESL Teachers’ Knowledge of and Experience with Written Corrective Feedback. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/188864

Chicago Manual of Style (16th Edition):

Cao, Peihong. “ESL Teachers’ Knowledge of and Experience with Written Corrective Feedback.” 2017. Doctoral Dissertation, University of Minnesota. Accessed October 27, 2020. http://hdl.handle.net/11299/188864.

MLA Handbook (7th Edition):

Cao, Peihong. “ESL Teachers’ Knowledge of and Experience with Written Corrective Feedback.” 2017. Web. 27 Oct 2020.

Vancouver:

Cao P. ESL Teachers’ Knowledge of and Experience with Written Corrective Feedback. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/11299/188864.

Council of Science Editors:

Cao P. ESL Teachers’ Knowledge of and Experience with Written Corrective Feedback. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/188864


University of Sydney

29. Zhang, Tiefu. The Effect of Focused Versus Unfocused Written Corrective Feedback on the Development of University-Level Learners’ Explicit and Implicit Knowledge in an EFL Context .

Degree: 2018, University of Sydney

 Recent research in the field of second language acquisition (SLA) has started to pay critical attention to the effects of written corrective feedback on learners’… (more)

Subjects/Keywords: corrective feedback; explicit knowledge; implicit knowledge; SLA; L2 writing; learner perceptions

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Zhang, T. (2018). The Effect of Focused Versus Unfocused Written Corrective Feedback on the Development of University-Level Learners’ Explicit and Implicit Knowledge in an EFL Context . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/19217

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Zhang, Tiefu. “The Effect of Focused Versus Unfocused Written Corrective Feedback on the Development of University-Level Learners’ Explicit and Implicit Knowledge in an EFL Context .” 2018. Thesis, University of Sydney. Accessed October 27, 2020. http://hdl.handle.net/2123/19217.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Zhang, Tiefu. “The Effect of Focused Versus Unfocused Written Corrective Feedback on the Development of University-Level Learners’ Explicit and Implicit Knowledge in an EFL Context .” 2018. Web. 27 Oct 2020.

Vancouver:

Zhang T. The Effect of Focused Versus Unfocused Written Corrective Feedback on the Development of University-Level Learners’ Explicit and Implicit Knowledge in an EFL Context . [Internet] [Thesis]. University of Sydney; 2018. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/2123/19217.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zhang T. The Effect of Focused Versus Unfocused Written Corrective Feedback on the Development of University-Level Learners’ Explicit and Implicit Knowledge in an EFL Context . [Thesis]. University of Sydney; 2018. Available from: http://hdl.handle.net/2123/19217

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Exeter

30. Rajab, Hussam. EFL teachers' and learners' perceptions, beliefs and practices on written corrective feedback in the Saudi Higher Education context.

Degree: Thesis (EdD), 2018, University of Exeter

 An area of research that has witnessed an enormous surge of research studies as well as extensive debates in the field of Teaching English to… (more)

Subjects/Keywords: 300; Written Corrective Feedback; EFL; Saudi Arabia; TESOL

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Rajab, H. (2018). EFL teachers' and learners' perceptions, beliefs and practices on written corrective feedback in the Saudi Higher Education context. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/33972

Chicago Manual of Style (16th Edition):

Rajab, Hussam. “EFL teachers' and learners' perceptions, beliefs and practices on written corrective feedback in the Saudi Higher Education context.” 2018. Doctoral Dissertation, University of Exeter. Accessed October 27, 2020. http://hdl.handle.net/10871/33972.

MLA Handbook (7th Edition):

Rajab, Hussam. “EFL teachers' and learners' perceptions, beliefs and practices on written corrective feedback in the Saudi Higher Education context.” 2018. Web. 27 Oct 2020.

Vancouver:

Rajab H. EFL teachers' and learners' perceptions, beliefs and practices on written corrective feedback in the Saudi Higher Education context. [Internet] [Doctoral dissertation]. University of Exeter; 2018. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/10871/33972.

Council of Science Editors:

Rajab H. EFL teachers' and learners' perceptions, beliefs and practices on written corrective feedback in the Saudi Higher Education context. [Doctoral Dissertation]. University of Exeter; 2018. Available from: http://hdl.handle.net/10871/33972

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