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EFL university students’ preferences for error correction and teacher feedback to writing

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dc.contributor.author Diab, Rula L.
dc.date.accessioned 2015-12-09T09:00:34Z
dc.date.available 2015-12-09T09:00:34Z
dc.date.copyright 2005
dc.date.issued 2015-12-09
dc.identifier.issn 0886-0661 en_US
dc.identifier.uri http://hdl.handle.net/10725/2796
dc.description.abstract Responding to student writing is one of the most controversial topics in second language (L2) instruction and theory. Do students benefit from teachers’ corrections and written comments on their writing? If so, are some types of feedback more effective than others? Just as importantly, what are students’ preferences for feedback and error correction? Students’ beliefs about what constitutes effective feedback on writing and their expectations regarding teacher paper-marking techniques may influence the effectiveness of such feedback (Schulz, 1996); therefore, it is important to investigate L2 students’ preferences for teacher feedback on writing in order to ascertain whether these preferences and expectations match those of their teachers. This paper reports on a study investigating EFL university students’ preferences for error correction and paper-marking techniques. en_US
dc.language.iso en en_US
dc.title EFL university students’ preferences for error correction and teacher feedback to writing en_US
dc.type Article en_US
dc.description.version Published en_US
dc.author.school SAS en_US
dc.author.idnumber 200103271 en_US
dc.author.woa N/A en_US
dc.author.department English en_US
dc.description.embargo N/A en_US
dc.relation.journal TESL Reporter en_US
dc.journal.volume 38 en_US
dc.journal.issue 1 en_US
dc.article.pages 27-51 en_US
dc.identifier.ctation Diab, R. L. (2005). EFL university students' preferences for error correction and teacher feedback on writing. TESL Reporter, 38(1), 27-51. en_US
dc.author.email rula.diab@lau.edu.lb


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