• Students’ Motivational Characteristics and Their Perceptions and Reactions to Written Corrective Feedback

    Author(s):
    SLS Working Papers (view group) , Laurel Waller
    Editor(s):
    Jessica Fox, Irina Zaykovskaya
    Date:
    2015
    Group(s):
    SLS Working Papers
    Subject(s):
    Applied linguistics, Evaluation, Second language acquisition
    Item Type:
    Online publication
    Tag(s):
    feedback, motivation, Assessment
    Permanent URL:
    https://doi.org/10.17613/v6yd-1540
    Abstract:
    Research on written corrective feedback (WCF) in the field of second language acquisition (SLA) has been giving its feedback on this practice for more than 30 years now. The topic has been extensively researched and there is a better understanding of the issue than before; however, it continues to be debated (see Evans et al., 2010; Ferris, 2006; Hyland & Hyland, 2006; Goldstein, 2005; Lee, 2004; Montgomery & Baker, 2007; Saito, 1994; Schulz, 1996). One of the main reasons for the controversial findings concerning feedback is the lack of attention to individual differences among learners (Zamel, 1985). Although the effects of written feedback have been investigated on students collectively, taking individual learner differences into account could help in developing a better understanding of the issue. While the relationship between feedback and individual learner differences remains underexplored, Hyland (1998) found that many of the teachers who participated in her qualitative work did, indeed, consider individual students when they gave their feedback. If many teachers give their students individual feedback on their papers, why not consider that in research?
    Metadata:
    Published as:
    Online publication    
    Status:
    Published
    Last Updated:
    5 months ago
    License:
    Attribution
    Share this:

    Downloads

    Item Name: pdf soslapwp-006-033-048-waller.pdf
      Download View in browser
    Activity: Downloads: 10