This research was aimed at revealing EFL learners’ attitude toward their teacher’s and peers’ written corrective feedback (WCF) on composition in the context of teaching learning English as a foreign language (EFL). Fifty-nine students were involved this research. The questionnaire three-point Likert scale – showing options agree, neutral, disagree used to collect data. Further, result data ana...

Feedback has been vital and essential in all educational settings English as a Foreign Language (EFL) classroom interaction draws no distinction. It contributes to students' language learning achievement. It, when involves learners during interactions, becomes oral corrective feedback viewed dynamic practice for EFL teachers correct their learners’ mistakes on the spot. This study investigated ...

In this work we first describe an asynchronous-feedback model which corresponds to the diverse roundtrip times (RTTs) of competing flows within the same communication channel. We show that even when the feedback of the receivers/network is asynchronous, the duration of a congestion epoch represents ‘common knowledge’ for the competing flows. Based on this property, we propose a diverse linear i...

The extensive amount of literature on written corrective feedback has dispelled many doubts that question its effectiveness. However, despite this valid contribution, there is still controversy about pedagogical recommendations found in such literature, particularly, after conducting a systematic bibliographic review. results reveal an overall lacks consistency, to the extent detailed classific...