The study aimed to explore the perception of pre-service teachers regarding the use of the red pen for corrections. A non-random sample of twelve (12) respondents, consisting of three experienced tutors from the Mathematics, Science, and English Departments, along with nine pre-service teachers, were interviewed. The data was analysed…

This study explores the experiences of five distance learners at a UK university who needed support to resubmit their final assignment following a fail result. Having received written feedback on the submission, we asked how this could be best delivered to inform and motivate a successful resubmission. Written feedback alone was found to be…

Corrective feedback (CF) is a central issue in language education, and, undoubtedly, teachers have a key role in boosting the potential outcomes of CF for learners. This study aimed to explore the effect of a teacher education course on the types of errors the teachers treated through oral corrective feedback (OCF), the types of OCF, and…

Many students struggle with making sense of feedback information and in applying and transferring it to new contexts. Research literature suggests that low-performing students are especially at risk because they often do not understand assessment criteria and cannot utilise information they receive. This paper addresses this problem through…

The study examined the influence of feedback features on revision uptake in dialogic peer feedback activities, and the moderating effect of self-efficacy and prior knowledge on this relationship. Data were collected over a 10-week course at a comprehensive university in China, involving 29 students and resulting in 242 revision-oriented comments.…

Written correction feedback (WCF) has been a part of the field of English as a foreign language (EFL) writing for decades. Much research has been conducted on WCF in various contexts. In Yemen, it seems that WCF has still not been touched. This study explores Yemeni EFL undergraduates' attitudes on having their written essays corrected using a…

Written corrective feedback is a hot topic in the field of L2 writing and second language acquisition. Citespace, one of the bibliometric analysis software, was used to investigate the number of publications, productive authors, influential journals and institutions, major themes, and research trends of written corrective feedback in L2 writing…

Written corrective feedback (WCF) in enhancing writing proficiency has been the subject of numerous studies, but few studies have examined students' perceptions about the value of feedback on their written errors. Language teachers use global tools and techniques to give students feedback on their written work. How feedback is delivered and…

Because of the improvement-oriented nature of peer-feedback activities, students have to deal with errors (e.g., spelling and argumentation errors) when providing and processing peer-feedback on writing assignments. Despite the central role of errors in feedback activities, it is uncertain how students deal with errors and whether the dealing with…

The importance of revision has been recognised by numerous scholars of the teaching and learning of writing (Abad & Rodríguez-Gonzalo, 2023; Bereiter & Scardamalia, 1987; Camps, 2020; Horning & Becker, 2006), especially if it is understood as a recursive and transversal phase that affects all levels of language (Álvarez Angulo, 2011;…

The study is designed to examine the effectiveness of corrective feedback (CF) from Chinese second language (L2) teachers to their students in mainland China. Investigations into how CF works were carried out based on three aspects: teachers' perceptions of CF effectiveness, factors affecting it, and their interplay. An ecological approach--the…

Despite the plethora of studies on the role of noticing in second language learning, little is known about the role of AI-operated feedback in noticing errors and uptake "during" and "after" writing. To address this gap, this study primarily aimed to investigate the impact of feedback modes and timing on L2 students' noticing…

Effective written feedback is crucial to student learning and developing writing skills. Responding to student writing is a multifaceted and complex process that requires a more nuanced understanding of second language writing research. This study explored teachers' beliefs and practices about written feedback, which may be influenced by a range…

An increasing number of studies have explored the effects of collaborative writing on written outcomes; however, few studies have examined the influence of collaborative processing of feedback. This study addresses this gap by focusing on learner engagement. While collaborative writing involves co-authoring a text, which requires negotiation and…

The purpose of this study is to find a way to improve students' performance to solve physics problems by inducing changes in emotion via immediate feedback. To this end, in 2016, we conducted an experiment, doing an interview and survey consecutively. The participants were five second-year male students attending a private high school in Seoul,…