BACKGROUND Teacher feedback on student reflective writing is recommended to improve learners' reflective competence. To be able to improve teacher feedback on reflective writing, it is essential to gain insight into which characteristics of written feedback stimulate students' reflection processes. Therefore, we investigated (1) which characteristics can be distinguished in written feedback com...

Background: The aims of the research that formed the basis of the current study are as follows: Determining methods that are used by teachers for giving feedback in clinical settings. Determining types of feedback, teachers give to their students in clinical settings. Determining barriers of giving feedback and its important teachers’ experience in clinical settings. Methods: This applied res...

The purpose of this study was to explore the role of two multi-step oral-revision processes as feedback providing tools on Iranian EFL learners’ argumentative writing achievement. The participants taking part in this study were 45 Iranian EFL students who were randomly assigned into three groups. The participants of the groups were given three argumentative writing assignments, each assignment ...

Written corrective feedback has been subject to increasing attention in recent years, in part because of the conceptual controversy surrounding it and in part because of its ubiquitous practice. This study takes a meta-analytic approach to synthesizing extant empirical research, including 21 primary studies. Guiding the analysis are two questions: Does written corrective feedback help to improv...

This study addresses the impact of 2 types of written corrective feedback (WCF) on the acquisition of the third person singular -s in English. The study followed a quasi-experimental design: 2 experimental groups and 1 control group that included 57 preservice teachers from a Chilean university. The experimental groups underwent a treatment based on the provision of direct metalinguistic feedba...

Like the sequence of words in written language, comic book page layouts direct images into a deliberate reading sequence. Conventional wisdom would expect that comic panels follow the order of text: left-to-right and down - a "Z-path" - though several layouts can violate this order, such as Gestalt groupings of panels that deny a Z-path of reading. To examine how layouts pressure readers to cho...

There are many different ways of providing university students with feedback on their assessment performance, ranging from written checklists and handwritten commentaries to individual verbal feedback. Regardless of whether the feedback is summative or formative in nature, it is widely recognized that providing consistent, meaningful written feedback to students on assessment performance is not...