期刊名称：GiST : Education and Learning Research Journal
印刷版ISSN：1692-5777
电子版ISSN：2248-8391
出版年度：2012
期号：6
页码：159-176
语种：English
出版社：Institución Universitaria Colombo Americana
摘要：Investigations into the effect of providing corrective feedback on L2 writing have often produced contradictory results. This study, following a line of research concerned with the role of corrective feedback in writing, contributes to this line of research by analyzing different feedback types in an EFL academic writing context. 45 graduate university students enrolled in an academic writing course were provided with different types of feedback (direct feedback; student-teacher conference; no corrective feedback) over a course of 12 weeks (24 sessions). The study found significant immediate and delayed effects for the student-teacher conference type of feedback on students’ overall accuracy improvement. It is suggested that improvements in writing accuracy could at least in one respect be attributed to the type of feedback provided.
关键词：: academic writing, writing accuracy, corrective feedback, EFL learners.;escritura académica, retroalimentación correctiva, precisión en la escritura, estudiantes de inglés como segunda lengua.
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