Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Accuracy | 1 |
| Chinese | 1 |
| College Freshmen | 1 |
| Comparative Analysis | 1 |
| Control Groups | 1 |
| Course Content | 1 |
| English (Second Language) | 1 |
| Error Correction | 1 |
| Essays | 1 |
| Feedback (Response) | 1 |
| Foreign Countries | 1 |
| More ▼ | |
Source
| Language Teaching Research | 1 |
Author
| Zhang, Xiaoyan | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Higher Education | 1 |
| Postsecondary Education | 1 |
Audience
Location
| China | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkZhang, Xiaoyan – Language Teaching Research, 2017
The study examines whether there is any difference between the effects of a reading-writing integrated task and comprehensive corrective feedback (CF) on English as a foreign language (EFL) learners' writing development, and whether the input language in the integrated task makes a difference in L2 writing development over time and the language…
Descriptors: Reading Writing Relationship, Error Correction, Pretests Posttests, Control Groups
