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Peer reviewedKepner, Christine Goring – Modern Language Journal, 1991
Comparison of the effects of error- versus message-oriented written feedback on second-language students' essays found that error corrections and rule reminders did not significantly improve students' written accuracy or enhance the ideational quality of their writing, whereas message-related comments promoted writing proficiency. (63 references)…
Descriptors: College Students, Error Analysis (Language), Essays, Feedback
