메뉴 건너뛰기




Volumn 19, Issue , 2014, Pages 1-5

Feedback in writing: Issues and challenges

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84891624171     PISSN: 10752935     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.asw.2013.11.009     Document Type: Editorial
Times cited : (21)

References (24)
  • 1
    • 44649155196 scopus 로고    scopus 로고
    • Evidence in support of written corrective feedback
    • Bitchener J. Evidence in support of written corrective feedback. Journal of Second Language Writing 2008, 17(2):102-118.
    • (2008) Journal of Second Language Writing , vol.17 , Issue.2 , pp. 102-118
    • Bitchener, J.1
  • 3
    • 47949119080 scopus 로고    scopus 로고
    • The value of written corrective feedback for migrant and international students
    • Bitchener J., Knoch U. The value of written corrective feedback for migrant and international students. Language Teaching Research 2008, 12(3):409-431.
    • (2008) Language Teaching Research , vol.12 , Issue.3 , pp. 409-431
    • Bitchener, J.1    Knoch, U.2
  • 4
    • 0001586316 scopus 로고    scopus 로고
    • Assessment and classroom learning
    • Black P., Wiliam D. Assessment and classroom learning. Assessment in Education 1998, 5(1):7-74.
    • (1998) Assessment in Education , vol.5 , Issue.1 , pp. 7-74
    • Black, P.1    Wiliam, D.2
  • 5
    • 47949122416 scopus 로고    scopus 로고
    • The effects of focused and unfocused written corrective feedback in an English as a foreign language context
    • Ellis R., Sheen Y., Murakami M., Takashima H. The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System 2008, 36(3):353-371.
    • (2008) System , vol.36 , Issue.3 , pp. 353-371
    • Ellis, R.1    Sheen, Y.2    Murakami, M.3    Takashima, H.4
  • 6
    • 0013051155 scopus 로고    scopus 로고
    • The case for grammar correction in L2 writing classes: A response to Truscott (1996)
    • Ferris D.R. The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing 1999, 8:1-10.
    • (1999) Journal of Second Language Writing , vol.8 , pp. 1-10
    • Ferris, D.R.1
  • 10
    • 0037540913 scopus 로고    scopus 로고
    • For Kyla: What does the research say about responding to ESL writers
    • Lawrence Erlbaum, Mahwah, NJ, T. Silva, P. Matsuda (Eds.)
    • Goldstein L.M. For Kyla: What does the research say about responding to ESL writers. On second language writing 2001, 73-90. Lawrence Erlbaum, Mahwah, NJ. T. Silva, P. Matsuda (Eds.).
    • (2001) On second language writing , pp. 73-90
    • Goldstein, L.M.1
  • 11
    • 34247391957 scopus 로고    scopus 로고
    • Is feedback pedagogically correct? Research design issues in studies of feedback on writing
    • Guenette D. Is feedback pedagogically correct? Research design issues in studies of feedback on writing. Journal of Second Language Writing 2007, 16:40-53.
    • (2007) Journal of Second Language Writing , vol.16 , pp. 40-53
    • Guenette, D.1
  • 12
    • 77957294426 scopus 로고    scopus 로고
    • Assessment of learning, for learning, and as learning: New Zealand case studies
    • Hume A., Coll R.K. Assessment of learning, for learning, and as learning: New Zealand case studies. Assessment Education: Principles, Policy & Practice 2009, 16(3):269-290.
    • (2009) Assessment Education: Principles, Policy & Practice , vol.16 , Issue.3 , pp. 269-290
    • Hume, A.1    Coll, R.K.2
  • 13
    • 84870564323 scopus 로고    scopus 로고
    • Future directions on feedback in second language writing: Overview and future research agenda
    • Hyland F. Future directions on feedback in second language writing: Overview and future research agenda. International Journal of English Studies 2010, 10(2):171-182.
    • (2010) International Journal of English Studies , vol.10 , Issue.2 , pp. 171-182
    • Hyland, F.1
  • 14
    • 78650321745 scopus 로고    scopus 로고
    • Feedback revolution: What gets in the way?
    • Lee I. Feedback revolution: What gets in the way?. ELT Journal 2011, 65(1):1-12.
    • (2011) ELT Journal , vol.65 , Issue.1 , pp. 1-12
    • Lee, I.1
  • 16
    • 77954456999 scopus 로고    scopus 로고
    • Feedback to writing, assessment for teaching, and learning and student progress
    • Parr J.M., Timperley H.S. Feedback to writing, assessment for teaching, and learning and student progress. Assessing Writing 2010, 15:68-85.
    • (2010) Assessing Writing , vol.15 , pp. 68-85
    • Parr, J.M.1    Timperley, H.S.2
  • 18
    • 79955569491 scopus 로고    scopus 로고
    • Beyond feedback: Developing student capability in complex appraisal
    • Sadler D.R. Beyond feedback: Developing student capability in complex appraisal. Assessment and Evaluation in Higher Education 2010, 35:535-550.
    • (2010) Assessment and Evaluation in Higher Education , vol.35 , pp. 535-550
    • Sadler, D.R.1
  • 19
    • 79959360813 scopus 로고    scopus 로고
    • Critical feedback on written corrective feedback research
    • Storch N. Critical feedback on written corrective feedback research. International Journal of English Studies 2010, 10(2):29-46.
    • (2010) International Journal of English Studies , vol.10 , Issue.2 , pp. 29-46
    • Storch, N.1
  • 20
    • 0030507912 scopus 로고    scopus 로고
    • The case against grammar correction in L2 writing classes
    • Truscott J. The case against grammar correction in L2 writing classes. Language Learning 1996, 46(2):327-369.
    • (1996) Language Learning , vol.46 , Issue.2 , pp. 327-369
    • Truscott, J.1
  • 22
    • 84857366498 scopus 로고    scopus 로고
    • Evidence on the effectiveness of comprehensive error correction in second language writing
    • van Beuningen C.G., De Jong N.H., Kuiken F. Evidence on the effectiveness of comprehensive error correction in second language writing. Language Learning 2012, 62(1):1-41.
    • (2012) Language Learning , vol.62 , Issue.1 , pp. 1-41
    • van Beuningen, C.G.1    De Jong, N.H.2    Kuiken, F.3
  • 24
    • 84863731552 scopus 로고    scopus 로고
    • Participation in peer response as activity: An examination of peer response stances from an activity theory perspective
    • Zhu W., Mitchell D. Participation in peer response as activity: An examination of peer response stances from an activity theory perspective. TESOL Quarterly 2012, 46(2):362-386.
    • (2012) TESOL Quarterly , vol.46 , Issue.2 , pp. 362-386
    • Zhu, W.1    Mitchell, D.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.