<i>Written Corrective Feedback for L2 Development</i>, John Bitchener and Neomy Storch (2016), ISBN-13: 978-1-78309-503-2. Pp. viii + 155.

Authors

  • Martin Guardado University of Alberta

DOI:

https://doi.org/10.1558/wap.32514

Keywords:

L2 education, L2 writing, Corrective feedback, sociocultural theory, cognitive theory

Author Biography

Martin Guardado, University of Alberta

Dr. Martin Guardado is an Associate Professor and the Academic Director of the English Language School at the University of Alberta.

References

Ferris, D. (2012). Written corrective feedback in second language acquisition and writing studies. Language Teaching 45 (4), 446–459. https://doi.org/10.1017/S0261444812000250

Kang, E.-Y. and Han, Z. (2015). The efficacy of written corrective feedback in improving L2 written accuracy: A meta-analysis. The Modern Language Journal 99 (1), 1–18. https://doi.org/10.1111/modl.12189

Séror, J. (2009). Institutional forces and L2 writing feedback in higher education. The Canadian Modern Language Review 66 (2), 203– 232. https://doi.org/10.3138/cmlr.66.2.203

Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning 46 (2), 327–369.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press. https://doi.org/10.1111/j.1467-1770.1996.tb01238.x

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Published

2018-04-25

How to Cite

Guardado, M. (2018). &lt;i&gt;Written Corrective Feedback for L2 Development&lt;/i&gt;, John Bitchener and Neomy Storch (2016), ISBN-13: 978-1-78309-503-2. Pp. viii + 155. Writing and Pedagogy, 9(3), 555–558. https://doi.org/10.1558/wap.32514

Issue

Section

New Books