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Direct Written Corrective Feedback, Learner Differences, and the Acquisition of Second Language Article Use for Generic and Specific Plural Reference
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Stefanou, Charis; Revesz, Andrea – Modern Language Journal, 2015
This article reports on a classroom-based study that investigated the effectiveness of direct written corrective feedback in relation to learner differences in grammatical sensitivity and knowledge of metalanguage. The study employed a pretest-posttest-delayed posttest design with two treatment sessions. Eighty-nine Greek English as a foreign…
Descriptors: Error Correction, Feedback (Response), Metalinguistics, Grammar