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dc.contributor.authorChong, Sin Wang
dc.identifier.citationChong , S W 2019 , ' A systematic review of written corrective feedback research in ESL/EFL contexts ' , Language Education and Assessment , vol. 2 , no. 2 , pp. 57-69 .
dc.identifier.otherPURE: 277646081
dc.identifier.otherPURE UUID: de355d3a-8f04-410b-bde8-5e50ba662fc7
dc.identifier.otherBibtex: 624421950af14144a5d98324fc6b3915
dc.identifier.otherORCID: /0000-0002-4519-0544/work/107287449
dc.description.abstractIn the past decade (2007-2017), research on written corrective feedback (WCF) has been proliferating in English-as-a-Second-Language (ESL) and English-as-a-Foreign-Language (EFL) contexts, and new developments in this field of research are evident. To synthesize the latest advancement in WCF research, a systematic review of recent literature on WCF was conducted to identify current research trends and provide an agenda for future WCF studies. This study was conducted following the seven stages of systematicreview suggested by Petticrew and Roberts (2008). In this article, content analysis was conducted on abstracts of 41 WCF primary studies published between 1997 and 2017 in SSCI-indexed journals in the fields of TESOL, language learning, and technology andeducation using a text-mining tool called Leximancer. Twenty-two word-level concepts were identified, which were grouped into five themes: types of WCF, types of writing tasks, demographics of participants, research design/methods, and types of errors. Based on the systematic review, two research tasks are identified to provide an agenda for future research.
dc.relation.ispartofLanguage Education and Assessmenten
dc.rightsCopyright: © 2019 Sin Wang Chong. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
dc.subjectL Educationen
dc.titleA systematic review of written corrective feedback research in ESL/EFL contextsen
dc.typeJournal articleen
dc.description.versionPublisher PDFen
dc.contributor.institutionUniversity of St Andrews. International Education Instituteen
dc.description.statusPeer revieweden

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