The impetus for the present study came from Ferris' (2010) article discussing the gap between theory, research, and practice in written corrective feedback (WCF). To address this gap, the present study aimed at comparing the impact of focused vs. comprehensive WCF and revision on the improvement of written accuracy of learners of English as a…

This study investigated the short-term and delayed effects of comprehensive written corrective feedback (WCF) on L2 learners' revision accuracy and new pieces of writing (i.e., the transfer effect of feedback). Three types of feedback were compared: direct feedback and two types of indirect feedback that differed in their degree of explicitness…

An important foundational skill developed in an undergraduate science program is the ability to find, critically evaluate, and communicate scientific information. Effective science communication depends on good writing; therefore, we leveraged student support services offered by the Writing Centre and Academic Communications, in conjunction with…

The purpose of the study was to gain an understanding of how students viewed the marking rubrics that they were expected to follow in the course ARTS 1110 Introduction to University. The research questions were "Can first-year students taking the Arts 1110 Introduction to University course articulate their understanding of the marking rubric?…

This study examines the distribution of peer review in face-to-face and mobile-mediated peer review groups and their effects on students' revision skills and academic writing development. Seventy-two first-year English for academic purposes (EAP) students participated in an 18-session IELTS academic writing course in a Canadian university the…

This study examined and compared different written corrective feedback techniques used by English as a second language (ESL) teachers in three different educational contexts and levels (primary, secondary, and college) in Quebec, Canada. In particular, it examined whether there were any differences in the types of errors made, the kind and degree…

This study examines whether students show greater improvement in written case analyses when given feedback that is either interspersed throughout their written case analyses or presented only as a summary, and whether the benefits of these placements vary across differing levels of student performance in the course. Results from an exploratory…

The impact written corrective feedback (WCF) has on second language development is still a subject of much debate. While some believe it leads to improvement, others are more sceptical. But in order for WCF to lead to second language improvement, learners must first be able to not only correctly interpret the WCF but also understand the linguistic…

Students often express surprise at their grades on papers. This gap between expectation and achievement may stem in part from lack of facility with revision strategies. How, then, can teachers work with their students to foster more effective revisions? This question in teaching and learning has inspired an interdisciplinary collaboration: one of…

Expectations for academic writing and publication have intensified in Academia. Doctoral students in colleges of education are advised to publish even before they graduate and evidence of successful publication is influential in hiring, tenure, and promotion decisions. The purpose of this research was to study the process of writing for…

This study examines the online writing and revision behaviors of university language learners. In small groups, 53 intermediate German students from three classes at three different universities created wiki pages with background information about a novel read in class. All meaning- and language-related revisions were analyzed to determine whether…

Examined the relationship between global writing quality and lower level analytic measures of writing, with a focus on cohesive indices, among 50 English-speaking Canadian fourth-graders. Results showed that both cohesive indices and lower level writing measures each accounted for a significant amount of the variance in holistic scores. (Contains…

This study examined the impact of word processors on the writing of eighth grade students experienced in computer use. Four classes of students (n=111) were asked to write one expository paper on the computer and another paper on a similar theme by hand in a repeated measures research design that controlled for effects of order of writing (on or…

In order to investigate the effects of computer technology on the composing processes of students in grades 8 and 12, a study compared students' writing in two conditions (writing by pen and writing by word processor), specifically addressing the questions of whether computer use led to an increase in revision and/or an improvement in quality.…

Finds that, among 36 Ontario students in grades 5-8, use of word processing in a language arts program increased writing productivity for all students and number of revisions for certain grades. However, fifth graders were significantly less able than others to use word processing technology. Contains 23 references. (SV)