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dc.contributor.advisorPulido, Diana C.
dc.creatorKim, Tristinaen
dc.date.accessioned2014-04-14T19:50:26Zen
dc.date.issued2013-12en
dc.date.submittedDecember 2013en
dc.identifier.urihttp://hdl.handle.net/2152/23997en
dc.descriptiontexten
dc.description.abstractWritten corrective feedback is extensively used in second language writing courses. Although some think it detrimental to student learning (i.e. Truscott, 1996), much research over the last decade has proven a place for written corrective feedback in the classroom. The present report seeks to review literature on such feedback. This includes research on more recent approaches such as dynamic written corrective feedback, computer-based feedback, concordance use as feedback, and peer feedback. The report discusses pedagogical implications and areas for future research.en
dc.format.mimetypeapplication/pdfen
dc.subjectWritten corrective feedbacken
dc.subjectL2en
dc.subjectWCFen
dc.titleFeedback approaches in foreign and second language (L2) writingen
dc.typeThesisen
dc.date.updated2014-04-14T19:50:26Zen
dc.description.departmentForeign Language Educationen
thesis.degree.departmentForeign Language Educationen
thesis.degree.disciplineForeign Language Educationen
thesis.degree.grantorThe University of Texas at Austinen
thesis.degree.levelMastersen
thesis.degree.nameMaster of Artsen


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