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Arguments and appearances: A response to Chandler

4 references·16 citing·47 second hopsampled

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References

2003The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing1,138 cited
2007The effect of error correction on learners’ ability to write accurately730 cited
1986Salience of Feedback on Error and Its Effect on EFL Writing Quality568 cited
2004Evidence and conjecture on the effects of correction: A response to Chandler274 cited

Cited by

2010Corrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and Future Directions264 cited
2013Faculty feedback: Perceptions and practices in L2 disciplinary writing201 cited
2020Effects of using machine translation to mediate the revision process of Korean university students’ academic writing80 cited
2009Improving accuracy is not the only reason for writing, and even if it were…76 cited
2014Using peer computer-mediated corrective feedback to support EFL learners' writing72 cited
2012Written Corrective Feedback and Its Challenges for Pre-Service ESL Teachers56 cited
2010Further thoughts on Anthony Bruton’s critique of the correction debate46 cited
2010Some thoughts on Anthony Bruton’s critique of the correction debate36 cited
2017Teachers’ writing proficiency and assessment ability: the missing link in teachers’ written corrective feedback practice in an Iranian EFL context25 cited

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2019Assessing the effect of focused direct and focused indirect written corrective feedback on explicit and implicit knowledge of language learners25 cited

202125 years on, the written error correction debate continues: an interview with John Truscott24 cited

2017L2 writing scholarship in JSLW: An updated report of research published between 1992 and 201523 cited

2014The Relationship Between Instructor Feedback and ESL Student Anxiety23 cited

2013Do adult ESL learners’ and their teachers’ goals for improving grammar in writing correspond?20 cited

2014The Effect of Unfocused Written Corrective Feedback on Syntactic and Lexical Complexity of L2 Writing16 cited

2015L2 Students’ Academic Literacy Development Guided by Teacher Written Feedback: A Writing-to-Learn Perspective13 cited