• Tidak ada hasil yang ditemukan

Learners’ Engagement with Teacher and Peer Written Corrective Feedback (WCF) in EFL Context: Associations with Writing Ability - UMG REPOSITORY

N/A
N/A
Protected

Academic year: 2024

Membagikan "Learners’ Engagement with Teacher and Peer Written Corrective Feedback (WCF) in EFL Context: Associations with Writing Ability - UMG REPOSITORY"

Copied!
14
0
0

Teks penuh

(1)REFERENCES Ahangari, S., & Amirzadeh, S. (2011). Exploring the teachers’ use of spoken corrective feedback in teaching Iranian EFL learners at different levels of proficiency. Procedia - Social and Behavioral Sciences, 29(2010), 1859– 1868. https://doi.org/10.1016/j.sbspro.2011.11.435 Ahmadi, D., Maftoon, P., & Mehrdad, A. G. (2012). Investigating the Effects of Two Types of Feedback on EFL Students’ Writing. Procedia - Social and Behavioral Sciences, 46, 2590–2595. https://doi.org/10.1016/j.sbspro.2012.05.529 Akkaya, N., & Kirmizi, F. S. (2010). Relationship between attitudes to reading and time allotted to writing in primary education. Procedia - Social and Behavioral Sciences, 2(2), 4742–4746. https://doi.org/10.1016/j.sbspro.2010.03.761 Arifani, Y., & Suryanti, S. (2019). The influence of male and female ESP teachers’ creativity toward learners’ involvement. International Journal of Instruction, 12(1), 237–250. https://doi.org/10.29333/iji.2019.12116a Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to Research in Education. Cengage Learning. Bai, B., Shen, B., & Mei, H. (2020). Hong Kong primary students’ self-regulated writing strategy use: Influences of gender, writing proficiency, and grade level. Studies in Educational Evaluation, 65(January). https://doi.org/10.1016/j.stueduc.2020.100839 Bakry, M. S., & Alsamadani, H. A. (2015). Improving the Persuasive Essay Writing of Students of Arabic as a Foreign Language (AFL): Effects of SelfRegulated Strategy Development. Procedia - Social and Behavioral Sciences, 182, 89–97. https://doi.org/10.1016/j.sbspro.2015.04.742 Baralt, M., Gurzynski-Weiss, L., & Kim, Y. J. (2016). Engagement with the language. How examining learners’ affective and social engagement explains successful learner-generated attention to form. In Peer Interaction and Second Language Learning: Pedagogical potential and research agenda (pp.. 105. (2) 106. 209–240). John Benjamins. Barkaoui, K. (2007). Teaching Writing to Second Language Learners: Insights from Theory and Research. TESL Reporter, 40(1), 35–48. Barrette, C. (2004). An analysis of foreign language achievement test drafts. Foreign Language Annals, 37(1), 58–70. https://doi.org/10.1111/j.19449720.2004.tb02173.x Basturkmen, H., & Fu, M. (2021). Corrective Feedback and the Development of Second Language Grammar. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching (Issue May 2021, pp. 367–386). Cambridge University Press. https://doi.org/10.1017/9781108589789.018 Benson, S., & DeKeyser, R. (2018). Effects of written corrective feedback and language aptitude on verb tense accuracy. Language Teaching Research, 23(6), 702–726. https://doi.org/10.1177/1362168818770921 Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of Second Language Writing, 17(2), 102–118. https://doi.org/10.1016/j.jslw.2007.11.004 Bitchener, J., & Knoch, U. (2008). The value of written corrective feedback for migrant and international students. Language Teaching Research, 12(3), 409–431. https://doi.org/10.1177/1362168808089924 Bitchener, J., & Knoch, U. (2010). Raising the linguistic accuracy level of advanced L2 writers with written corrective feedback. Journal of Second Language Writing, 19(4), 207–217. https://doi.org/10.1016/j.jslw.2010.10.002 Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 14(3), 191–205. https://doi.org/10.1016/j.jslw.2005.08.001 Brown H. Douglas. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy.pdf. In Teaching by Principles An Interactive Approach to Language Pedagogy (p. 491). Longman.. (3) 107. Byrd, D. R. (2003). Practical tips for implementing peer editing tasks in the foreign language classroom. Foreign Language Annals, 36(3), 434–441. https://doi.org/10.1111/j.1944-9720.2003.tb02125.x Chen, W., & Liu, G. Q. (2021). Effectiveness of Corrective Feedback: Teachers’ Perspectives. Iranian Journal of Language Teaching Research, 9(1), 23–42. https://doi.org/10.30466/ijltr.2021.120974 Cheung, Y. L. (2016). English language teaching today. English Language Teaching Today, 5(August 2016), 257–276. https://doi.org/10.1007/978-3319-38834-2 Creswell, J. W. (2014). Research Design. SAGE. Curry, M. J., & Hewings, A. (2003). Approaches to Teaching Writing. In Teaching Academic Writing: A Toolkit for Higher Education. (pp. 19–44). Routledge. //www.routledge.com/books/Teaching-Academic-Writingisbn9780415261364%0ACopyright Dao, P., & Mcdonough, K. (2018). E ff ect of pro fi ciency on Vietnamese EFL learners ’ engagement in peer interaction. 88(January), 60–72. https://doi.org/10.1016/j.ijer.2018.01.008 Darabad, A. M. (2013). Attitude towards Foreign Language, Corrective Feedback, and Oral Accuracy. International Journal of Linguistics, 5(2), 116–134. https://doi.org/10.5296/ijl.v5i2.3563 Ekanayaka, W. I., & Ellis, R. (2020). Does asking learners to revise add to the effect of written corrective feedback on L2 acquisition? System, 94, 102341. https://doi.org/10.1016/j.system.2020.102341 Ellis, R. (2010). Epilogue: A framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition, 32(2), 335– 349. https://doi.org/10.1017/S0272263109990544 Ellis, R., Loewen, S., & Erlam, R. (2006). IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR. 339–368.. (4) 108. Eslami, Z. R., & Derakhshan, A. (2020). Promoting Advantageous Ways for Teachers and Learners to Deal with Corrective Feedback. Language Teaching Research Quarterly, 19, 48–65. https://doi.org/10.32038/ltrq.2020.19.04 Evans, N. W., James Hartshorn, K., & Strong-Krause, D. (2011). The efficacy of dynamic written corrective feedback for university-matriculated ESL learners. System, 39(2), 229–239. https://doi.org/10.1016/j.system.2011.04.012 Fan, N., & Ma, Y. (2018). The Role of Written Corrective Feedback in Second Language Writing Practice. Theory and Practice in Language Studies, 8(12), 1629. https://doi.org/10.17507/tpls.0812.08 Fan, Y., & Xu, J. (2020). Exploring student engagement with peer feedback on L2 writing. Journal of Second Language Writing, 50(December 2019), 100775. https://doi.org/10.1016/j.jslw.2020.100775 Farrokhi, F., & Sattarpour, S. (2012). The Effects of Direct Written Corrective Feedback on Improvement of Grammatical Accuracy of High- proficient L2 Learners. World Journal of Education, 2(2), 49–57. https://doi.org/10.5430/wje.v2n2p49 Ferris, D. (1999). The case for grammar correction in L2 writing classes: A response to truscott (1996). Journal of Second Language Writing, 8(1), 1–11. https://doi.org/10.1016/S1060-3743(99)80110-6 Ferris, D. R. (2014). Responding to student writing: Teachers’ philosophies and practices. Assessing Writing, 19, 6–23. https://doi.org/10.1016/j.asw.2013.09.004 Ferris, D. R., Liu, H., Sinha, A., & Senna, M. (2013). Written corrective feedback for individual L2 writers. Journal of Second Language Writing, 22(3), 307– 329. https://doi.org/10.1016/j.jslw.2012.09.009 Firkins, A., Forey, G., & Sengupta, S. (2007). Teaching writing to low proficiency EFL students. ELT Journal, 61(4), 341–352. https://doi.org/10.1093/elt/ccm052. (5) 109. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement Potential of The Concept. Review of Educational Research, 74(1), 59–109. Fredricks, J. A., Blumenfeld, P., Friedel, J., & Paris, A. (2005). School Engagement. In What Do Children Need to Flourish? (Vol. 545, pp. 305– 321). Springer US. https://doi.org/10.1007/0-387-23823-9_19 Gao, J. (2007). Teaching writing in Chinese universities: Finding an eclectic approach. Asian EFL Journal, 20(2), 285–297. http://asian-efljournal.com/1850/teaching-articles/2007/05/teaching-writing-in-chineseuniversities-finding-an-eclectic-approach/#squelch-taas-tab-content-0-3 Gielen, S., Tops, L., Dochy, F., Onghena, P., & Smeets, S. (2010). A comparative study of peer and teacher feedback and of various peer feedback forms in a secondary school writing curriculum. British Educational Research Journal, 36(1), 143–162. https://doi.org/10.1080/01411920902894070 Graham, S. (2019). Changing How Writing Is Taught. Review of Research in Education, 43(1), 277–303. https://doi.org/10.3102/0091732X18821125 Guchte, M. Van De, Braaksma, M., Rijlaarsdam, G., & Bimmel, P. (2015). Learning New Grammatical Structures in Task-Based Language Learning: The Effects of Recasts and Prompts. Modern Language Journal, 99(2), 246– 262. https://doi.org/10.1111/modl.12211 Ha, X. Van, & Murray, J. C. (2020). Corrective feedback: Beliefs and practices of Vietnamese primary EFL teachers. Language Teaching Research. https://doi.org/10.1177/1362168820931897 Hamed Mahvelati, E. (2021). Learners’ perceptions and performance under peer versus teacher corrective feedback conditions. Studies in Educational Evaluation, 70(January), 100995. https://doi.org/10.1016/j.stueduc.2021.100995 Han, Y. (2017). Mediating and being mediated: Learner beliefs and learner engagement with written corrective feedback. System, 69, 133–142. https://doi.org/10.1016/j.system.2017.07.003. (6) 110. Han, Y., & Hyland, F. (2015). Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30, 31–44. https://doi.org/10.1016/j.jslw.2015.08.002 Han, Y., & Xu, Y. (2019). Student feedback literacy and engagement with feedback: a case study of Chinese undergraduate students. Teaching in Higher Education, 26(2), 181–196. https://doi.org/10.1080/13562517.2019.1648410 Handley, K., Price, M., & Millar, J. (2011). Beyond “doing time”: Investigating the concept of student engagement with feedback. Oxford Review of Education, 37(4), 543–560. https://doi.org/10.1080/03054985.2011.604951 Hashemian, M., & Heidari, A. (2013). The Relationship between L2 Learners’ Motivation/Attitude and Success in L2 Writing. Procedia - Social and Behavioral Sciences, 70, 476–489. https://doi.org/10.1016/j.sbspro.2013.01.085 Ho, P. V. P., Ly, H. H., & Thien, N. M. (2020). The incorporation of quality peer feedback into writing revision. Asian Journal of Applied Linguistics, 7(1), 45–59. Hu, G., & Lam, S. T. E. (2010). Issues of cultural appropriateness and pedagogical efficacy: Exploring peer review in a second language writing class. Instructional Science, 38(4), 371–394. https://doi.org/10.1007/s11251008-9086-1 Hyland, K. (2003). Second Language Writing. In J. C. Richards (Ed.), Second Language Writing. Cambridge University Press. https://doi.org/10.1016/b008-044854-2/00631-3 Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39(2), 83–101. https://doi.org/10.1017/S0261444806003399 Iriarte, M. G., & Alastuey, C. B. (2017). Peer vs. Teacher corrective feedback and its effect on grammar MÁSTER EN FORMACIÓN DEL PROFESORADO DE EDUCACIÓN SECUNDARIA. Universidad Publica de Navarra.. (7) 111. Jabali, O. (2018). Students’ attitudes towards EFL university writing: A case study at An-Najah National University, Palestine. Heliyon, 4(11), e00896. https://doi.org/10.1016/j.heliyon.2018.e00896 Kang, E., & Han, Z. (2015). The efficacy of written corrective feedback in improving L2 written accuracy: A meta-analysis. Modern Language Journal, 99(1), 1–18. https://doi.org/10.1111/modl.12189 Karim, K., & Nassaji, H. (2018). The revision and transfer effects of direct and indirect comprehensive corrective feedback on ESL students’ writing. Language Teaching Research, 24(4), 519–539. https://doi.org/10.1177/1362168818802469 Kim, Y. J., Choi, B., Kang, S., Kim, B., & Yun, H. (2020). Comparing the effects of direct and indirect synchronous written corrective feedback: Learning outcomes and students’ perceptions. Foreign Language Annals, 53(1), 176– 199. https://doi.org/10.1111/flan.12443 Koltovskaia, S. (2020). Student engagement with automated written corrective feedback (AWCF) provided by Grammarly: A multiple case study. Assessing Writing, 44(February), 100450. https://doi.org/10.1016/j.asw.2020.100450 Kongsuebchart, J., & Suppasetseree, S. (2018). The effect of a weblog-based electronic portfolio on thai EFL undergraduate students’ english writing skills. Call-Ej, 19(2), 27–45. Kurzer, K. (2017). Dynamic Written Corrective Feedback in Developmental Multilingual Writing Classes. TESOL Quarterly, 52(1), 5–33. https://doi.org/10.1002/tesq.366 Lee, I. (2008). Student reactions to teacher feedback in two Hong Kong secondary classrooms. Journal of Second Language Writing, 17(3), 144–164. https://doi.org/10.1016/j.jslw.2007.12.001 Lee, I. (2019). Teacher written corrective feedback: Less is more. Language Teaching, 52(4), 524–536. https://doi.org/10.1017/S0261444819000247 Li, S. (2010). The Effectiveness of Corrective Feedback in SLA: A MetaAnalysis. Language Learning, 60(2), 309–365. https://doi.org/10.1111/j.1467-9922.2010.00561.x. (8) 112. Li, S., & Roshan, S. (2019). The associations between working memory and the effects of four different types of written corrective feedback. Journal of Second Language Writing, 45(September 2018), 1–15. https://doi.org/10.1016/j.jslw.2019.03.003 Li, S., & Vuono, A. (2019). Twenty-five years of research on oral and written corrective feedback in System. System, 84, 93–109. https://doi.org/10.1016/j.system.2019.05.006 Lim, S. C., & Renandya, W. A. (2020). Efficacy of written corrective feedback in writing instruction: A meta-analysis. Tesl-Ej, 24(3), 1–26. Luquin, M., & García Mayo, M. del P. (2021). Exploring the use of models as a written corrective feedback technique among EFL children. System, 98, 102465. https://doi.org/10.1016/j.system.2021.102465 Mao, S. S., & Crosthwaite, P. (2019). Investigating written corrective feedback: (Mis)alignment of teachers’ beliefs and practice. Journal of Second Language Writing, 45(May), 46–60. https://doi.org/10.1016/j.jslw.2019.05.004 Mao, Z., & Lee, I. (2020). Feedback scope in written corrective feedback: Analysis of empirical research in L2 contexts. Assessing Writing, 45(February), 100469. https://doi.org/10.1016/j.asw.2020.100469 Mawlawi Diab, N. (2010). Effects of peer- versus self-editing on students’ revision of language errors in revised drafts. System, 38(1), 85–95. https://doi.org/10.1016/j.system.2009.12.008 Mazgutova, D., & Kormos, J. (2015). Syntactic and lexical development in an intensive English for Academic Purposes programme. Journal of Second Language Writing, 29, 3–15. https://doi.org/10.1016/j.jslw.2015.06.004 McDonough, K. (2004). Learner-learner interaction during pair and small group activities in a Thai EFL context. System, 32(2), 207–224. https://doi.org/10.1016/j.system.2004.01.003 McMartin-Miller, C. (2014). How much feedback is enough?: Instructor practices and student attitudes toward error treatment in second language writing. Assessing Writing, 19, 24–35. https://doi.org/10.1016/j.asw.2013.11.003. (9) 113. Miao, Y., Badger, R., & Yu, Z. (2006). A comparative study of peer and teacher feedback in a Chinese EFL writing class. Journal of Second Language Writing, 15(3), 179–200. https://doi.org/10.1016/j.jslw.2006.09.004 Muijs, D. (2004). Doing Quantitative research in Education. SAGE. Nassaji, H. (2018). Corrective Feedback. The TESOL Encyclopedia of English Language Teaching, 1–7. https://doi.org/10.1002/9781118784235.EELT0050 Nassaji, H., & Kartchava, E. (2017). Corrective Feedback in Second Language Teaching and Learning. In Corrective Feedback in Second Language Teaching and Learning (Vol. 23, Issue 4). Routledge. https://doi.org/10.4324/9781315621432 Nemati, M., Alavi, S. M., & Mohebbi, H. (2019). Assessing the effect of focused direct and focused indirect written corrective feedback on explicit and implicit knowledge of language learners. Language Testing in Asia, 9(1). https://doi.org/10.1186/s40468-019-0084-9 Oga-baldwin, W. L. Q., & Nakata, Y. (2017). Engagement , gender , and motivation : A predictive model for Japanese young language learners. System, 65, 151–163. https://doi.org/10.1016/j.system.2017.01.011 Pearson, W. S. (2018). Written corrective feedback in IELTS Writing Task 2: Teachers’ priorities, practices, and beliefs. Tesl-Ej, 21(4), 1–32. Philp, J., Walter, S., & Basturkmen, H. (2010). Peer interaction in the foreign language classroom: What factors foster a focus on form? Language Awareness, 19(4), 261–279. https://doi.org/10.1080/09658416.2010.516831 Price, M., Handley, K., Millar, J., Price, M., Handley, K., & Millar, J. (2011). Feedback : focusing attention on engagement. Studies in Higher Education, November 2014, 37–41. https://doi.org/10.1080/03075079.2010.483513 Qi, D. S., & Lapkin, S. (2001). Exploring the role of noticing in a three-stage second language writing task. Journal of Second Language Writing, 10(4), 277–303. https://doi.org/10.1016/S1060-3743(01)00046-7 Reeve, J., Cheon, S. H., & Jang, H. R. (2019). A teacher-focused intervention to enhance students’ classroom engagement. In Handbook of Student. (10) 114. Engagement Interventions: Working with Disengaged Students. Elsevier Inc. https://doi.org/10.1016/B978-0-12-813413-9.00007-3 Romano, F. (2019). Grammatical accuracy in EAP writing. Journal of English for Academic Purposes, 41, 100773. https://doi.org/10.1016/j.jeap.2019.100773 Rouhi, A., Dibah, M., & Mohebbi, H. (2020). Assessing the effect of giving and receiving written corrective feedback on improving L2 writing accuracy: does giving and receiving feedback have fair mutual benefit? Asian-Pacific Journal of Second and Foreign Language Education, 5(1). https://doi.org/10.1186/s40862-020-00093-z Ruegg, R. (2015). Differences in the Uptake of Peer and Teacher Feedback. RELC Journal, 46(2), 131–145. https://doi.org/10.1177/0033688214562799 Rummel, S., & Bitchener, J. (2015). The effectiveness of written corrective feedback and the impact LAO learners’ beliefs have on uptake. Australian Review of Applied Linguistics, 38(1), 64–82. https://doi.org/10.1075/aral.38.1.04rum Sachs, R., & Polio, C. (2007). LEARNERS’ USES OF TWO TYPES OF WRITTEN FEEDBACK ON A L2 WRITING REVISION. Studies in Second Language Acquisition, 29(1), 67–100. https://doi.org/10.1016/j.jaad.2012.10.064 Sadoughi, M., & Hejazi, S. Y. (2021). Studies in Educational Evaluation Teacher support and academic engagement among EFL learners : The role of positive academic emotions. Studies in Educational Evaluation, 70(July), 101060. https://doi.org/10.1016/j.stueduc.2021.101060 Saeli, H., & Cheng, A. (2019). Student Writers’ Affective Engagement with Grammar-Centred Written Corrective Feedback: The Impact of (Mis)Aligned Practices and Perceptions. Canadian Journal of Applied Linguistics, 22(2), 109–132. https://doi.org/10.7202/1065058ar Sarica, H. Ç., & Usluel, Y. K. (2016). The effect of digital storytelling on visual memory and writing skills. Computers and Education, 94, 298–309. https://doi.org/10.1016/j.compedu.2015.11.016. (11) 115. Sato, M., & Lyster, R. (2012). Peer interaction and corrective feedback for accuracy and fluency development. Studies in Second Language Acquisition, 34(4), 591–626. https://doi.org/10.1017/S0272263112000356 Schenck, A. (2020). Using meta-analysis of technique and timing to optimize corrective feedback for specific grammatical features. Asian-Pacific Journal of Second and Foreign Language Education, 5(1). https://doi.org/10.1186/s40862-020-00097-9 Shang, H. F. (2019). Exploring online peer feedback and automated corrective feedback on EFL writing performance. Interactive Learning Environments, 0(0), 1–13. https://doi.org/10.1080/10494820.2019.1629601 Sheen, Y. (2007). The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners’ Acquisition of Articles. TESOL QUARTERLY, 41(June), 255–283. Sheen, Y. (2010). Differential effects of oral and written corrective feedback in the ESL classroom. In Studies in Second Language Acquisition (Vol. 32, Issue 2). https://doi.org/10.1017/S0272263109990507 Sheen, Y., & Ellis, R. (2011). Corrective Feedback in Language Teaching. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning (pp. 1–1144). Routledge. https://doi.org/10.4324/9781410612700 Shintani, N., & Ellis, R. (2015). Does language analytical ability mediate the effect of written feedback on grammatical accuracy in second language writing? System, 49, 110–119. https://doi.org/10.1016/j.system.2015.01.006 Stipek, D. (2002). Good Instruction Is Motivating. Development of Achievement Motivation, 309–332. https://doi.org/10.1016/b978-012750053-9/50014-0 Storch, N., & Wigglesworth, G. (2010). Learners processing, uptake, and retention of corrective feedback on writing: Case studies. In Studies in Second Language Acquisition (Vol. 32, Issue 2). https://doi.org/10.1017/S0272263109990532 Sugiyono. (2007).Quantitative Qualitative Research Methods and R&D. Bandung: Alfabeta. (12) 116. Svalberg, A. M. L. (2009). Engagement with language: Interrogating a construct. Language Awareness, 18(3–4), 242–258. https://doi.org/10.1080/09658410903197264 Tang, C., & Liu, Y. T. (2018). Effects of indirect coded corrective feedback with and without short affective teacher comments on L2 writing performance, learner uptake and motivation. Assessing Writing, 35(January 2017), 26–40. https://doi.org/10.1016/j.asw.2017.12.002 Tanyer, S. (2015). The Role of Writing and Reading Self-efficacy in First-year Preservice EFL Teachers’ Writing Performance. Procedia - Social and Behavioral Sciences, 199, 38–43. https://doi.org/10.1016/j.sbspro.2015.07.484 Thirakunkovit, S., & Chamcharatsri, B. (2019). A Meta-Analysis of Effectiveness of Teacher and Peer Feedback : Implications for Writing Instructions and Research. The Asian EFL Journal, 1(21), 140–170. Truscott, J. (1999). The case for “The Case Against Grammar Correction in L2 Writing Classes”: A response to Ferris. Journal of Second Language Writing, 8(2), 111–122. https://doi.org/10.1016/S1060-3743(99)80124-6 Tsao, J. J. (2021). Effects of EFL Learners’ L2 Writing Self-efficacy on Engagement with Written Corrective Feedback. Asia-Pacific Education Researcher, 30(6), 575–584. https://doi.org/10.1007/s40299-021-00591-9 Tsao, J. J., Tseng, W. T., Hsiao, T. Y., Wang, C., & Gao, A. X. (2021). Toward a Motivation-Regulated Learner Engagement WCF Model of L2 Writing Performance. SAGE Open, 11(2). https://doi.org/10.1177/21582440211023172 Tsao, J. J., Tseng, W. T., & Wang, C. (2017). The Effects of Writing Anxiety and Motivation on EFL College Students’ Self-Evaluative Judgments of Corrective Feedback. Psychological Reports, 120(2), 219–241. https://doi.org/10.1177/0033294116687123 Uscinski, I. (2017). L2 Learners’ Engagement with Direct Written Corrective Feedback in First-Year Composition Courses. Journal of Response to Writing, 3(2), 36–62. www.journalRW.org. (13) 117. Vyatkina, N. (2010). The Effectiveness of Written Corrective Feedback in Teaching Beginning German. Foreign Language Annals, 43(4), 671–689. https://doi.org/10.1111/j.1944-9720.2010.01108.x Yoshida, R. (2008). Learners’ perception of corrective feedback in pair work. Foreign Language Annals, 41(3), 525–541. https://doi.org/10.1111/j.19449720.2008.tb03310.x Yousefi, M., & Nassaji, H. (2021). Corrective feedback in second language pragmatics: A review of research. Tesl-Ej, 25(1), 1–14. Yu, S., Zhou, N., Zheng, Y., Zhang, L., Cao, H., & Li, X. (2019). Evaluating student motivation and engagement in the Chinese EFL writing context. Studies in Educational Evaluation, 62(19), 129–141. https://doi.org/10.1016/j.stueduc.2019.06.002 Zhang, L. J., & Rahimi, M. (2014). EFL learners’ anxiety level and their beliefs about corrective feedback in oral communication classes. System, 42(1), 429–439. https://doi.org/10.1016/j.system.2014.01.012 Zhang, X. (2015). Reading–writing integrated tasks, comprehensive corrective feedback, and EFL writing development. Language Teaching Research, 21(2), 217–240. https://doi.org/10.1177/1362168815623291 Zhang, Y., Zhang, L., & Ma, L. (2010). A Brief Analysis of Corrective Feedback in Oral Interaction. Journal of Language Teaching and Research, 1(3), 306– 308. https://doi.org/10.4304/jltr.1.3.306-308 Zhang, Z. (Victor), & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36(February), 90–102. https://doi.org/10.1016/j.asw.2018.02.004 Zhao, H. (2010). Investigating learners’ use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom. Assessing Writing, 15(1), 3–17. https://doi.org/10.1016/j.asw.2010.01.002 Zheng, Y., & Yu, S. (2018). Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students. Assessing Writing, 37(January), 13–24.. (14) 118. https://doi.org/10.1016/j.asw.2018.03.001 Zheng, Y., Yu, S., Wang, B., & Zhang, Y. (2019). Exploring student engagement with supervisor feedback on master’s thesis: Insights from a case study. Innovations in Education and Teaching International, 57(2), 186–197. https://doi.org/10.1080/14703297.2019.1617181. (15)

Referensi

Dokumen terkait

Finds o ut the students‟ responses toward teacher‟s corrective feedback used in EFL young learners‟ classroom.. 1.4 Scope of

The Effect of Type of Corrective Feedback (Direct vs. Indirect) on Iranian Pre-Intermediate EFL Learners' Writing. The Effect of Direct Vs. Indirect Written Corrective Feedback on

During Covid-19 pandemic, lecturers provide prospective teachers with online written corrective feedback in the teaching of writing skills in Indonesia higher education institutions,

DOI: https://doi.org/10.47405/mjssh.v8i4.2252 L2 Learners’ Preferences and Opinions of Teachers’ Written Corrective Feedback in L2 Writing Multicultural Class Sabariah Abd Rahim1*

386 WRITTEN CORRECTIVE FEEDBACK IN A THAI HIGHER EDUCATION CONTEXT Nattwut Jinowat [email protected] Suan Sunandha Rajabhat University Dusit, Bangkok 10300, Thailand

Languaging and written corrective feedback in L2 writing ABSTRACT The aim of this article is to introduce the application of languaging as the mediational tool to enhance the

EFL Learners' Preference for Corrective Feedback Strategies in Relation to Their Self-Perceived Levels of Proficiency Kanokpan Wiboolyasarin a,1 , Ruedee Kamonsawad b,2, Nattawut

The result is linked to the research question, "What are the Philippines and Indonesian students' needs in writing classrooms using automated written corrective feedback?" RESULTS