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…

Error correction has been one of the central themes in accounting for potential gains in second language (L2) writing. While a wide range of empirical studies focused on the effects of written corrective feedback (WCF) on learners' writing outcomes, few of them have specifically examined the feedback process, or its potential role as a shaping…

Various forms of proofreading of student writing take place in university contexts. Sometimes writers pay freelance proofreaders to edit their texts before submission for assessment; sometimes more informal arrangements take place, where friends, family, or coursemates proofread. Such arrangements raise ethical questions for universities…

Inspired by Vygotsky's sociocultural theory and Storch's framework of peer interaction, this study investigated the nature and outcome of peer interaction in EFL (English as a foreign language) learners' peer review and revision activities. During two 16-week semesters, 32 lower-intermediate learners participated in an Advanced Writing university…

While prior studies have highlighted that extensive student engagement could help maximize students' learning benefits in general, a paucity of research has explored student engagement with teacher written feedback (WF), especially when students processed various English proficiency levels. To fill this gap, this multiple-case study explored how…

Among a growing body of research that examined the contradictory role of written corrective feedback (WCF) in development of L2 writing accuracy, this study investigated the possible impact of focused metalinguistic WCF on discourse markers (DMs) in writing performance of an intact group of 42 Iranian English as a Foreign Language (EFL) learners…

This study examines the relationship between EFL students' noticing and three written feedback strategies. The convenience sampling method was adopted and four intact classes were randomly assigned into four groups: the model, the error correction, the reformulation, and the control groups. After the completion of picture-cued writing tasks as…

This paper examines the English grammatical errors and their patterns in the written assignments of a General Education course at City University of Hong Kong. Subjects are 60 local and non-local (exchange) undergraduate students who are all L2 learners with diversified education and disciplinary background (i. e. their major of study) which are…

The present study aims to investigate how Thai EFL university students use Google Translate (GT) in English writing, how they post-edit (PE) its outputs, and how they view GT use in English writing. The participants were 15 third-year non-English major students from three universities in Thailand. The data collection tools were an interview and…

Many EFL teachers spend a lot of time marking students' written assignments and correcting their spelling, grammatical, punctuation, organization and idea generation errors in detail. The more mistakes students make the more meticulously they mark and correct mistakes. Despite meticulous error correction, students continue to make the same…

Online language learning environments where asynchronous communication is the main form of relation between learners and teachers require learners to use self-regulatory skills that help them control their learning process and compensate for the lack of interaction with their teachers (Fernández-Toro & Furnborough, 2014; Fernández-Toro &…

Despite vast research into the effectiveness of teacher corrective feedback (TCF) in second language writing, little is known about its influence on students' motivation in different contexts and settings. Where teachers complain about their students not responding to their feedback, students do not always find teacher feedback helpful and…

This mixed method study aimed to investigate (i) EFL instructors' beliefs about written corrective feedback (WCF) (ii) whether these beliefs are congruent with their classroom practices. Firstly, a questionnaire was administered to 25 English instructors to understand their beliefs regarding WCF. Later, randomly chosen 175 student writing…

There might always be errors during the learning process which need correction; accordingly, providing corrective feedback is critical. However, the various types of feedback applied during classes affect the learning and teaching process. Teaching and learning could be applied within EFL classes by providing learners with recasts. Recasts have…

This study examines a common pedagogical approach whereby students view teacher feedback outside of class time. Facilitated through Moodle, it aimed to investigate not only the effect of written corrective feedback (WCF) on learning outcomes, but importantly, how frequently students review the feedback they receive. The study was conducted at a…