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Examining the Effect of Feedback in Beginning L2 Composition
Author(s) -
Gascoigne Carolyn
Publication year - 2004
Publication title -
foreign language annals
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.258
H-Index - 49
eISSN - 1944-9720
pISSN - 0015-718X
DOI - 10.1111/j.1944-9720.2004.tb02174.x
Subject(s) - composition (language) , psychology , extension (predicate logic) , peer feedback , mathematics education , linguistics , computer science , philosophy , programming language
Although L2 teachers tend to operate under the assumption that feedback on student compositions has a profound and positive effect on student revisions, few investigations have examined the results of teacher feedback. The present study, therefore, replicated a 1997 study by Ferris on the type and effect of feedback on advanced English‐as‐a‐second‐language (ESL) composition revisions within a beginning L2 environment. Results of this investigation revealed that brief teacher commentary (4–5 words in length) in the form of imperatives tended to engender successful revisions, and by extension, that successful feedback type was dependent upon the composition environment.