- Al Bakri, S. (2015). Written corrective feedback: Teachers' beliefs, practices and challenges in an Omani context. Arab Journal of Applied Linguistics, 1(1), 44-73. https://www.arjals.com/ajal/article/view/44
- Bagheri Nevisi, R., & Mohammad Hosseinpur, R., & Kolahkaj, R. (2019). The impact of marginal glosses and network tree advance organizers on EFL learners’ summary writing ability. The Journal of Asia TEFL 16(4), 1168-1181. http://dx.doi.org/10.18823/asiatefl.2019.16.4.7.1168
- Benson, S., & DeKeyser, R. (2019). Effects of written corrective feedback and language aptitude on verb tense accuracy. Language Teaching Research, 23, 702-726. https://doi.org/10.1177/1362168818770921
- Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of Second Language Writing, 17(2), 102-118. https://doi.org/10.1016/j.jslw.2007.11.004
- Bitchener, J., & Ferris, D. (2012). Written corrective feedback in second language acquisition and writing. Routledge. https://doi.org/10.4324/9780203832400
- Bitchener, J., & Knoch, U. (2008). The value of written corrective feedback for migrant and international students. Language Teaching Research, 12(3), 409-431. https://doi.org/10.1177/1362168808089924
- Bitchener, J., & Knoch, U. (2009). The relative effectiveness of different types of direct written corrective feedback. System, 37(2), 322-329. https://doi.org/10.1016/j.system.2008.12.006
- Bitchener, J., & Knoch, U. (2010). The contribution of written corrective feedback to language development: A ten-month investigation. Applied Linguistics, 31(2), 193-214. https://doi.org/10.1093/applin/amp016
- Bobanović, M. (2016). Investigation of university students’ EFL writing apprehension: A longitudinal study in Croatia. Review of Innovation and Competitiveness, 2(1), 5-18. https://doi.org/10.32728/ric.2016.21/1
- Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12(3), 267-269. https://doi.org/10.1016/S1060-3743(03)00038-9
- Chen, S., Nassaji, H., & Liu, Q. (2016). EFL learners’ perceptions and preferences of written corrective feedback: A case study of university students from Mainland China. Asian Pacific Journal of Second or Foreign Language Education, 1, 1-17. https://doi.org/10.1186/s40862-016-0010-y
- Ellis, R. (2009). A typology of written corrective feedback types. ELT Journal, 63(2), 97-107. https://doi.org/10.1093/elt/ccn023
- Ellis, R., Sheen, Y., Murakami, M., & Takashima, H. (2008). The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System, 36(3), 353-371. https://doi.org/10.1016/j.system.2008.02.001
- M., & Sadeghi, K. (2020). The effect of direct versus indirect focused written corrective feedback on developing EFL learners‟ written and oral skills. Language Related Research, 11(5), 89-124. https://doi.org/10.21859/LRR.11.5.124
- Fazio, L. (2001). The effect of corrections and commentaries on the journal writing accuracy of minority- and majority-language students. Journal of Second Language Writing, 10(4), 235-249. https://doi.org/10.1016/S1060-3743(01)00042-X
- Ferris, D. (2006). Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (pp. 81-104). Cambridge University Press.
- Ferris, D. (2007). Preparing teachers to respond to student writing. Journal of Second Language Writing, 16(3), 165-193. https://doi.org/10.1016/j.jslw.2007.07.003
- Ferris, D., & Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10(3), 161-184. https://doi.org/10.1016/S1060-3743(01)00039-X
- Gao, L. X., & Zhang, L. J. (2020). Teacher learning in difficult times: Examining foreign language teachers’ cognitions about online teaching to tide over COVID 19. Frontiers in Psychology, 11, 549653. https://doi.org/10.3389/fpsyg.2020.549653
- Goldstein, L. M. (2004). Questions and answers about teacher written commentary and student revision: Teachers and students working together. Journal of Second Language Writing, 13(1), 63-80. https://doi.org/10.1016/j.jslw.2004.04.006
- Hamouda, A. (2011). A study of students and teachers' preferences and attitudes towards correction of classroom written errors in Saudi EFL context. English Language Teaching, 4(3), 128-141. https://doi.org/10.5539/elt.v4n3p128
- Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
- Hyland, K. (2003). Second language writing. Cambridge University Press. https://doi.org/10.1017/CBO9780511667251
- Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39(2), 83-101. https://doi.org/10.1017/S0261444806003399
- Hyland, K., & Hyland, F. (2019). Feedback in second language writing: Contexts and issues. Cambridge University Press.
- Karim, K., & Nassaji, H. (2020). The revision and transfer effects of direct and indirect comprehensive corrective feedback on ESL students’ writing. Language Teaching Research, 24(4), 519-539. https://doi.org/10.1177/1362168818802469
- Lee, I. (2008). Understanding teachers’ written feedback practices in Hong Kong secondary classrooms. Journal of Second Language Writing, 17(2), 69-85. https://doi.org/10.1016/j.jslw.2007.10.001
- Lee, I. (2017). Classroom writing assessment and feedback in L2 school contexts. Springer. https://doi.org/10.1007/978-981-10-3924-9
- Lee, I. (2020). Utility of focused/comprehensive written corrective feedback research for authentic L2 writing classrooms. Journal of Second Language Writing, 49(2), 1-7. https://doi.org/10.4018/978-1-5225-5103-4.ch001
- Mao, S. S., & Crosthwaite, P. (2019). Investigating written corrective feedback: (Mis)alignment of teachers’ beliefs and practice. Journal of Second Language Writing, 45(3), 46-60. https://doi.org/10.1016/j.jslw.2019.05.004
- Mohammad Hosseinpur, R. (2015). The impact of teaching summarizing on EFL learners’ microgenetic development of summary writing. The Journal of Teaching Language Skills, 7(2), 69-92. https://doi.org/10.22099/jtls.2015.3531
- Norouzian, R. (2015). Does teaching experience affect type, amount, and precision of the written corrective feedback? Journal of Advances in English Language Teaching, 3(5), 93-105. http://www.european-science.com /jaelt
- O’Sullivan, I., & Chambers, A. (2006). Learners’ writing skills in French: Corpus consultation and learner evaluation. Journal of Second Language Writing, 15(1), 49-68. https://doi.org/10.1016/j.jslw.2006.01.002
- Rahimi, M. (2021). A comparative study of the impact of focused vs. comprehensive corrective feedback and revision on ESL learners' writing accuracy and quality. Language Teaching Research, 25(5), 687-710.
- Reid, J. (1994). Responding to ESL students' texts: The myths of appropriation. TESOL Quarterly, 28(2), 273-292. https://doi.org/10.2307/3587434
- Rezaei, A. A., & Mohammad Hosseinpur, R. (2011). On the role of consciousness-raising tasks in learning grammar: A learner perspective. The Iranian EFL Journal, 7(4), 237-254. https://profdoc.um.ac.ir/articles/a/1023483.pdf
- -Ekin, G., & Balçikanli, C. (2019). Written corrective feedback: EFL teachers' beliefs and practices. Reading Matrix: An International Online Journal, 19(1), 114-128. https://www.readingmatrix.com/files/20-47d49p9h.pdf
- Sheen, Y. (2004). Corrective feedback and learner uptake in communicative classrooms across instructional settings. Language Teaching Research, 8(3), 263-300. https://doi.org/10.1191/1362168804lr146oa
- Sheen, Y. (2011). Corrective feedback, individual differences and second language learning. Springer.
- Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46(2), 327-369. https://doi.org/10.1111/j.1467-1770.1996.tb01238.x
- Wahyuni, S. (2017). The effect of different feedback on writing quality of college students with different cognitive styles. Dinamika Ilmu, 17(1), 39-58. https://doi.org/10.21093/di.v17i1.649
- Wiboolyasarin, W. (2021). Written corrective feedback beliefs and practices in Thai as a foreign language context: A perspective from experienced teachers. Language Related Research, 12 (3), 81-119. https://doi.org/10.29252/LRR.12.3.4
- Yu, S., Wang, B., & Teo, T. (2018). Understanding linguistic, individual and contextual factors in oral feedback research: A review of empirical studies in L2 classrooms. Educational Research Review, 24(2), 181-192. https://doi.org/10.1016/j.edurev.2018.06.001
- Yu, S., Xu, H., Jiang, L., & Chan, I. (2020). Understanding Macau novice secondary teachers’ beliefs and practices of EFL writing instruction: A complexity theory perspective. Journal of Second Language Writing, 48(2), 100728. https://doi.org/10.1016/j.jslw.2020.100728
- Zhang, L. J. (2018). Appraising the role of written corrective feedback in EFL writing. In Y. N. Leung, J. Katchen, S. Y. Hwang, & Y. Chen (Eds.), Reconceptualizing English language teaching and learning in the 21st century (pp. 134-146). Crane.
- Zhang, L. J., & Cheng, X. (2021). Examining the effects of comprehensive written corrective feedback on L2 EAP students’ linguistic performance: A mixed-methods study. Journal of English for Academic Purposes, 54(4), 101043. https://doi.org/10.1016/j.jeap.2021.101043
- Zhang, T. F., Chen, X., Hu, J. H., & Ketwan, P. (2021). EFL students’ preferences for written corrective feedback: Do error types, language proficiency, and foreign language enjoyment matter? Frontiers in Psychology, 12(2), 1-12. https://doi.org/10.3389/fpsyg.2021.660564
- Zheng, Y.& Yu, S. (2018). Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students. Journal of Second Language Writing, 37(2), 13-24. https://doi.org/10.1016/j.asw.2018.03.001
|