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Cogent Education Volume 5, 2018 - Issue 1
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Research Article

Recasts vs. direct corrective feedback on writing performance of high school EFL learners

Hassan BanarueeDepartment of English, Chabahar Maritime University, Chabahar, IranCorrespondence[email protected] [email protected]
ORCID Iconhttps://orcid.org/0000-0002-8004-7604View further author information
ORCID Icon,
Omid Khatin-ZadehDepartment of English, Chabahar Maritime University, Chabahar, IranView further author information
&
Rachael RueggSchool of Linguistics and Applied Language Studies, Victoria University of Wellington, Wellington, New ZealandView further author information
|
Georgina BartonUniversity of Southern Queensland, Australia
(Reviewing Editor)
Article: 1455333 | Received 18 Jan 2018, Accepted 18 Mar 2018, Published online: 05 Apr 2018

Citations (5)

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Read on this site (2)

L.T.C. Tieu & John R. Baker. (2023) Using model essays in conjunction with noticing as a feedback instrument in IELTS writing preparation. Innovation in Language Learning and Teaching 17:2, pages 380-392.
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Ferit Kılıçkaya. (2022) Pre-service language teachers’ online written corrective feedback preferences and timing of feedback in computer-supported L2 grammar instruction. Computer Assisted Language Learning 35:1-2, pages 62-87.
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Articles from other publishers (3)

Andrew Schenck. (2022) Form-Focused Instruction, Technology, and Limitations: An Investigation of Past Research and Future Possibilities. Frontiers in Psychology 13.
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Andrew Schenck. (2022) How Selection of a Target Feature Impacts Corrective Feedback: Finding Answers Through Meta-Analysis of Chinese EFL Learners. Chinese Journal of Applied Linguistics 45:2, pages 274-293.
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Andrew Schenck. (2020) Using meta-analysis of technique and timing to optimize corrective feedback for specific grammatical features. Asian-Pacific Journal of Second and Foreign Language Education 5:1.
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