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- Title
Revising in a second language in response to indirect writing feedback.
- Authors
Xiaoshuang Liu
- Abstract
Although extensive research has been conducted in the field of corrective feedback in second and foreign language writing instruction, research about the factors that may impact the effectiveness of corrective feedback is still underdeveloped. The study reported in this paper examines two factors of possible influence on the effectiveness of indirect feedback: learners' proficiency levels and error types. In addition, students' revising strategies are examined to better understand their responses to indirect feedback. Results showed that the students with higher proficiency levels were able to correct their errors more accurately than their lower proficiency counterparts. It was also found that regardless of proficiency level, the students were best at correcting grammar errors and had the most difficulties with sentence construction errors. In terms of the revising strategies, results showed that the students relied heavily on their metalinguistic knowledge and only occasionally consulted external sources. The study highlights the importance of teachers considering their learners' characteristics when providing error correction. It also highlights the value of teaching revising strategies in skills in second and foreign language writing classes.
- Subjects
FOREIGN language education; LANGUAGE ability; ACADEMIC discourse
- Publication
University of Sydney Journal in TESOL, 2022, Vol 1, Issue 1, p3
- ISSN
1834-4712
- Publication type
Article