The “Grammar Correction” Debate in L2 Writing: Where are we, and where do we go from here? (and what do we do in the meantime …?)

Ferris, Dana R.

doi:10.1016/j.jslw.2004.04.005

Cited by 473 publications

(453 citation statements)

References 28 publications

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“…Considering the benefits which scholars have taken in to account for having interaction in the classroom (Pica, 1994;Long, 1996;Truscott, 1996Truscott, , 1999Ferris, 1999Ferris, , 2002Ferris, , 2004, it seems that the THEORY AND PRACTICE IN LANGUAGE STUDIES 299 combination of interaction and feedback provision in the way that correction of errors have taken place through negotiation plays the key role in the achieving success. Secondly, when a written feedback is given to students, there is no guarantee that what the teacher writes on the paper is understood the same way by the learner.…”

Section: Resultsmentioning

confidence: 99%

“…The Efficacy of Corrective Feedback One of the most critical questions which has existed regarding to feedback and teaching writing is that whether providing corrective feedback exerts an influential effect on writing improvement or not. In 1996, Truscott published an article under the title "The case against grammar correction in L2 writing classes" which caused a great argument about whether and how to provide corrective feedback on written grammatical errors which are made by second or foreign language learners (Truscott, 1996(Truscott, , 1999Ferris, 1999Ferris, , 2002Ferris, , 2004. In 1996, Truscott came to the conclusion that correction of linguistic errors is not beneficial in teaching writing and be supposed to be excluded from teaching writings" programs.…”

Section: B a Review Of Major Studies On Corrective Feedbackmentioning

confidence: 99%

“…In both structural and communicative approaches to language teaching, feedback is seen as a means of fostering learner motivation and ensuring linguistic accuracy (Ellis, 2009). While a significant number of studies have discussed the types and roles of feedback in this particular field, there are still debates about whether and how to provide second languagre students feedback on their written errors (Truscott, 1996, & Ferris, 1999, 2002, 2004. Many researchers are currently examining the potentiality of interactional feedback which is obtained through negotiation in second language development (Pica, 1994;Long, 1996;Ferris, 1999Ferris, , 2002Ferris, , 2004Truscott, 1996Truscott, , 1999.…”

Section: Introductionmentioning

confidence: 99%

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Collaborative Negotiated Feedback versus Teacher-written Feedback: Impact on Iranian Intermediate EFL Learners’ Writing

Marzban¹,

Sarjami²

2014

TPLS

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Abstract-Nowadays, having a good mastery in writing skills plays a pivotal role in achieving success. Hence, it seems that further improvement in teaching writing in general, and providing corrective feedback on students' errors in particular, might be necessary. There is no doubt that teacher written feedback plays an essential role in English writing classes. However, in spite of tremendous contribution of time and attempt from teachers and students, the feedback provision process is yet far away from ideal. Thus, a search for potential ways to improve the effectiveness of providing corrective feedback makes the motivation for this research study. The current study aimed at exploring the impact of Collaborative Negotiated Feedback on Iranian intermediate EFL learners' writing and compared it with Teacher-written feedback. The study involved two groups of Iranian Intermediate EFL learners (30 students in each), consisting male and female, aged from 19 to 25, who were chosen through convenience sampling. In both groups, the same materials regarding different kinds of essay and paragraph organization were covered and implemented. While experimental group was provided with collaborative negotiated feedback, the control group was provided with the teacher's written feedback during the sessions. After Carrying out the treatment, the mean scores of the extracted data from pre-test/post-test of both groups were compared using independent sample t-test. The present researcher came to this conclusion that participants of the experimental group, who were exposed to collaborative negotiated feedback, outperformed the other group. The triangulation of three different sources; Pre/Post-test comparison, the questionnaire and interviews provide evidences in support of the efficacy of Collaborative Negotiated Feedback.

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Section: Resultsmentioning

confidence: 99%

Section: B a Review Of Major Studies On Corrective Feedbackmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Collaborative Negotiated Feedback versus Teacher-written Feedback: Impact on Iranian Intermediate EFL Learners’ Writing

Marzban¹,

Sarjami²

2014

TPLS

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“…Writing assignments were integrated with recorded pronunciation exercises. The teacher returned assignments with consistent feedback (Ferris 2004) individually on all home assignments at the latest one week after submission. In written pieces of writing, the teacher submitted comments in or after students' texts.…”

Section: Instructional Proceduresmentioning

confidence: 99%

Holistic perspective on Feedback for adult beginners in an online course of Swedish

Jakobson¹

2015

Apples

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“…response to Truscott, Ferris and other researchers (e.g., Bitchener 2008, 2012a, 2012bChandler 2003;Ferris 1995Ferris , 1997Ferris , 1999Ferris , 2002Ferris , 2003Ferris , 2004Ferris , 2010Ferris , 2012Ferris , 2014Ferris , 2015 have provided evidence for the positive effect of WCF on improving L2 writing.…”

mentioning

confidence: 86%

Teachers’ writing proficiency and assessment ability: the missing link in teachers’ written corrective feedback practice in an Iranian EFL context

et al. 2017

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Background: Teachers' writing proficiency and writing assessment ability and their role in improving writing instruction in second language learning classrooms are issues that have not been investigated empirically and rigorously. To bridge the gap, we investigated the writing proficiency, writing assessment ability, and written corrective feedback beliefs and practices of Iranian English teachers who gave feedback on learners' writings.

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The “Grammar Correction” Debate in L2 Writing: Where are we, and where do we go from here? (and what do we do in the meantime …?)

Cited by 473 publications

References 28 publications

Collaborative Negotiated Feedback versus Teacher-written Feedback: Impact on Iranian Intermediate EFL Learners’ Writing

Collaborative Negotiated Feedback versus Teacher-written Feedback: Impact on Iranian Intermediate EFL Learners’ Writing

Holistic perspective on Feedback for adult beginners in an online course of Swedish

Teachers’ writing proficiency and assessment ability: the missing link in teachers’ written corrective feedback practice in an Iranian EFL context

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