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Language Teaching Research Quarterly

European Journal of Studies in Management and Business

International Journal of Behavior Studies in Organizations

Studies in Educational Management

New Challenges in Accounting and Finance

Language Testing in Focus: An International Journal

Marketing and Branding Research

Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

Management Issues in Healthcare System

Language Teacher Education Research

Artificial Intelligence Knowledge Development

<p style="text-align:justify;">This study investigated the effect of (a) direct written corrective feedback (WCF) and (b) opportunities for revision on the development of second language learners’ explicit and implicit L2 knowledge in an EFL setting. Twenty-six intermediate-level university students were randomly divided into three groups: two treatment groups (direct feedback, direct feedback + revision), and a control group (no feedback). In a pretest-posttest design, over the span of six weeks, participants completed picture-prompted writing tasks, timed grammaticality judgment tests and error correction tests. Participants also produced two new writings with members of the direct feedback + revision group being given an opportunity to revise their writing. The results for the direct feedback group indicated accuracy gains in posttests. There was also some evidence that these gains were dependent on the structure targeted. However, there was no comparable improvement in the direct feedback + revision group. Therefore, it was not possible to interpret these effects as strong evidence for development of learners’ L2 knowledge. Conversely, there was evidence that the direct feedback + revision group had benefitted from the opportunity to revise their writing.</p>

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Original Research 

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Effects of Focused Written Feedback and Revision in the Development of Explicit and Implicit Knowledge in EFL Writing

<p style="text-align:justify;">This study&nbsp;investigated the effects of direct and indirect WCF on students’ revision&nbsp;accuracy as well as on new pieces of writing over time. Intermediate level&nbsp;pre-faculty university students were divided randomly into four groups: direct,&nbsp;underlining only, underlining metalinguistic, and a control group. They produced two texts from two different picture prompts and revised these over a&nbsp;two-week period. They also produced two new texts three and four weeks after&nbsp;the last treatment. Both WCF significantly reduced learner errors in subsequent&nbsp;revision tasks. All three treatment groups also made significant reduction of&nbsp;errors after 3 weeks of CF treatment.</p>

Should Feedback be Direct or Indirect? Comparing the Effectiveness of Different Types of WCF on L1 Arabic Writers’ Use of English Prepositions

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