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Pertanika Journal of Social Science and Humanities, Volume J, Issue J, January J

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  • Abdullah, H., & Sidek, H. M. (2012). L2 writing feedback: Alignment of instructional planning and implementation. Journal of Language Studies, 15, 15-17.

  • Amrhein, H. R., & Nassaji, N. (2010). Written corrective feedback: What do students and teachers prefer and why? Canadian Journal of Applied Linguistics, 13(2), 95-127.

  • Baird, J. A., Greatorex, J., & Bell, J. F. (2004). What makes marking reliable? Experiments with UK examinations. Assessment in education: Principles, Policy & Practice, 11(3), 331-348. https://doi.org/10.1080/0969594042000304627

  • Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of second language writing, 17(2), 102-118. https://doi.org/10.1016/j.jslw.2007.11.004

  • Black, P. (1999). Assessment learning theories and testing system. In P. Murphy (Ed.), Learners, learning and assessment (pp. 118-134). Paul Chapman Publishing.

  • Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-68. https://doi.org/10.1080/0969595980050102

  • Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). The nature and value of formative assessment for learning. Improving Schools, 6(3), 7-22. https://doi.org/10.1177/136548020300600304

  • Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12(3), 267-296. https://doi.org/10.1016/s1060-3743(03)00038-9

  • Charney, D. (1984). The validity of using holistic scoring to evaluate writing: A critical overview. Research in the Teaching of English, 18(1), 65-81.

  • Cho, K., Schunn, C. D., & Charney, D. (2006). Commenting on writing: Typology and perceived helpfulness of comments from novice peer reviewers and subject matter experts. Written communication, 23(3), 260-294. https://doi.org/10.1177/0741088306289261

  • Cohen, A. D., & Cavalcanti, M. C. (1990). Feedback on compositions: Teacher and student verbal reports. In Kroll, B. (Ed.), Second language writing (pp. 155-177). Cambridge University Press. https://doi.org/10.1017/cbo9781139524551.015

  • Cohen, A. D., & Robbins, M. (1976). Toward assessing interlanguage performance: The relationship between selected errors, learners’ characteristics, and learners’ expectations. Language Learning, 26(1), 45-66. https://doi.org/10.1111/j.1467-1770.1976.tb00259.x

  • Corbett, A. T., & Anderson, J. R. (2001). Locus of feedback control in computer-based tutoring: Impact on learning rate, achievement and attitudes. In Proceedings of the SIGCHI conference on Human factors in computing systems (pp. 245-252). ACM Publishing. https://doi.org/10.1145/365024.365111

  • Corpuz, V. (2011). Error correction in second language writing: Teachers’ beliefs, practices and students’ preferences [Unpublished Master’s dissertation]. Queensland University of Technology.

  • Dinnen, J. L., & Collopy, R. (2009). An analysis of feedback given to strong and weak student writers. Reading Horizons: A Journal of Literacy and Language Arts, 49(3), 239-256.

  • Ellis, R. (2009). A typology of written corrective feedback types. ELT Journal, 63(2), 97-107. https://doi.org/10.1093/elt/ccn023

  • Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28(2), 339-368. https://doi.org/10.1017/s0272263106060141

  • Enginarlar, H. (1993). Student response to teacher feedback in EFL writing. System, 21(2), 193-204. https://doi.org/10.1016/0346-251x(93)90041-e

  • Ferris, D. R. (1999). The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing, 8(1), 1-11. https://doi.org/10.1016/s1060-3743(99)80110-6

  • Ferris, D. R. (2002). Treatment of error in second language student writing. The University of Michigan Press.

  • Ferris, D. R. (2006). Does error feedback help student writers? New evidence on the short-and long-term effects of written error correction. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (pp. 81-104). Cambridge University Press https://doi.org/10.1017/cbo9781139524742.007

  • Ferris, D. R. (2012). Written corrective feedback in second language acquisition and writing studies. Language Teaching, 45(4), 446-459. https://doi.org/10.1017/s0261444812000250

  • Ferris, D., & Hedgcock, J. (2005). Teaching ESL composition: Purpose, process and practice. Lawrence Erlbaum Associates.

  • Fraenkel, J., & Wallen, R. N. E. (2010). How to design and evaluate research in education. McGraw-Hill.

  • Fregeau, L. A. (1999). Preparing ESL students for college writing: Two case studies. The Internet TESL Journal, 5(10), 1-3.

  • Gurnam K. S., Chan Y. F. & Sarjit, K. S. (2011). Students’ reactions to School-based oral assessment: Bridging the gap in Malaysia. Asian EFL Journal, 13(4), 300-327.

  • Hamidi, M. F. (2015). Writing a recount for PT3 [Unpublished module]. Pejabat Pelajaran Daerah Kemaman, Kementerian Pelajaran Malaysia.

  • Hong Kong Education Bureau (2007). English language: Curriculum & assessment guide (Secondary 4-6). Curriculum Development Council and the Hong Kong Examinations and Assessment Authority.

  • Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journal of second language writing, 12(1), 17-29. https://doi.org/10.1016/s1060-3743(02)00124-8

  • Hyland, K., & Hyland, F. (Eds.) (2006). Feedback in second language writing: Context and issues. Cambridge University Press. https://doi.org/10.1017/cbo9781139524742

  • Irons, A. (2008). Enhancing learning through formative assessment and feedback. Routledge. https://doi.org/10.4324/9780203934333

  • Juwah, C., Macfarlane-Dick, D., Matthew, B., Nicol, D., Ross, D., & Smith, B. (2004). Enhancing student learning through effective formative feedback. The Higher Education Academy Generic Centre.

  • Kamaruddin, K. (2016). SPM paper one (Section B: Continuous writing) practice [Unpublished module]. Pejabat Pelajaran Manjung, Kementerian Pelajaran Malaysia.

  • Kementerian Pendidikan Malaysia (2017a). Dokumen standard kurikulum dan pentaksiran Bahasa Inggeris Tingkatan 1 [Form 1 English Curriculum and Assessment Standard Document]. https://sumberpendidikan.com/2017/07/18/dskp-bahasa-inggeris-tingkatan-1-kssm/

  • Kementerian Pendidikan Malaysia (2017b). Dokumen standard kurikulum dan pentaksiran Bahasa Inggeris Tingkatan 2 [Form 2 English Curriculum and Assessment Standard Document]. https://sumberpendidikan.com/2018/02/01/dskp-cefr-bahasa-inggeris-kssm-tingkatan-2/

  • Krashen, S. (1992). The input hypothesis: An update. In J. E. Alatis (Ed.), Linguistics and language pedagogy: The state of the art (pp. 409-431). Georgetown University Press.

  • Lalande, J. F. (1982). Reducing composition errors: An experiment. Modern Language Journal, 66(2), 140-149. https://doi.org/10.2307/326382

  • Lee, I. (1997). ESL learners’ performance in error correction in writing: Some implications for teaching. System, 25(4), 456-477. https://doi.org/10.1016/S0346-251X(97)00045-6

  • Lee, I. (2004). Error correction in L2 secondary writing classrooms: The case of Hong Kong. Journal of Second Language Writing, 13(4), 285-312. https://doi.org/10.1016/j.jslw.2004.08.001

  • Lee, I. (2005). Error correction in the L2 writing classroom: What do students think? TESL Canada Journal, 22(2), 1-16. https://doi.org/10.18806/tesl.v22i2.84

  • Lee, I. (2008). Understanding teachers’ written feedback practices in Hong Kong secondary classrooms. Journal of Second Language Writing, 17(2), 69-85. https://doi.org/10.1016/j.jslw.2007.10.001

  • Lee, I. (2009). Ten mismatch between teachers’ beliefs and written feedback practice. ELT Journal, 63(1), 13-22. https://doi.org/10.1093/elt/ccn010

  • Lee, I. (2014). Teachers’ reflection on implementation of innovative feedback approaches in EFL writing. English Teaching, 69(1). 23-40.

  • Lunsford, R. F. (1997). When less is more: Principles for responding in the disciplines. New Directions for Teaching and Learning, 1997(69), 91-104. https://doi.org/10.1002/tl.6908

  • Maarof, N., Yamat, H., & Li, K. L. (2011). Role of teacher, peer and teacher-peer feedback in enhancing ESL students’ writing. World Applied Sciences Journal, 15(1), 35-29.

  • Malaysian Ministry of Education (2003). English language curriculum specification for Form 4. Curriculum Development Centre, Ministry of Education.

  • Mantello, M. (1997). Error correction in the L2 classroom. Canadian Modern Language Review, 54(1), 127-131. https://doi.org/10.3138/cmlr.54.1.127

  • Mathan, S. (2003). Recasting the feedback debate: Benefits of tutoring error detection and correction skills [Doctoral dissertation, Carnegie Mellon University]. ProQuest Information and Learning Company. https://www.proquest.com/openview/cddcc4dafe8cd89adc25a9874777cd91/1?pq-origsite=gscholar&cbl=18750&diss=y

  • Ministry of Education Singapore (2010). English language syllabus primary & secondary (Express/Normal[Academic]). Curriculum Planning & Development Division.

  • Nesamalar, C., Saratha, S., & Teh, S. C. (2001). ELT methodology: Principles and practice. Penerbit Fajar Bakti.

  • Nicol, D. J., & Macfarlene-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. https://doi.org/10.1080/03075070600572090

  • Nyquist, J. B. (2003). The benefits of reconstruing feedback as a larger system of formative assessment: A meta-analysis [Unpublished Master’s thesis]. Vanderblit University.

  • Ramaprasad, A. (1983). On the definition of feedback. Behavioural Science, 28, 4-13. https://doi.org/10.1002/bs.3830280103

  • Reid, J. (1998). “Eye” learners and “ear” learners: Identifying the language needs of international students and U.S. resident writers. In P. Byrd & J. M. Reid (Eds.), Grammar in the composition classroom: Essays on teaching ESL for college-bound students (pp. 3–17). Heinle & Heinle.

  • Salteh, M. A., & Sadeghi, K. (2015). Teachers’ and students’ attitudes towards error correction in L2 writing. The Journal of Asia TEFL, 12(3), 1-31. https://doi.org/10.18823/asiatefl.2015.12.3.1.1

  • Shelly, A. (2014). Dynamic written corrective feedback: Achieving manageability. Brigham Young university. http://scholarsarchieve.byu.edu/etd/4109

  • Sidhu, G. K., Chan Y. F., & Sidhu, S. K. (2011). Students’ reactions to School-based oral assessment: Bridging the gap in Malaysia. Asian EFL Journal, 13(4), 300-327.

  • Singaporean Ministry of Education (2010). English language syllabus. Ministry of Education.

  • Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46(2), 327-369. https://doi.org/10.1111/j.1467-1770.1996.tb01238.x

  • Williams, J. G. (2003). Providing feedback on ESL students’ written assignments. The Internet TESL Journal, 9(10), 1-5.

  • Wu, Y., & Schunn, C. D. (2020). From feedback to revisions: Effects of feedback features and perceptions. Contemporary Educational Psychology, 60, Article 101826. https://doi.org/10.1016/j.cedpsych.2019.101826

  • Zamel, V. (1985). Responding to student writing. TESOL Quarterly, 19, 79-101. https://doi.org/10.2307/3586773

  • Abdullah, H., & Sidek, H. M. (2012). L2 writing feedback: Alignment of instructional planning and implementation. Journal of Language Studies, 15, 15-17.

  • Amrhein, H. R., & Nassaji, N. (2010). Written corrective feedback: What do students and teachers prefer and why? Canadian Journal of Applied Linguistics, 13(2), 95-127.

  • Baird, J. A., Greatorex, J., & Bell, J. F. (2004). What makes marking reliable? Experiments with UK examinations. Assessment in education: Principles, Policy & Practice, 11(3), 331-348. https://doi.org/10.1080/0969594042000304627

  • Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of second language writing, 17(2), 102-118. https://doi.org/10.1016/j.jslw.2007.11.004

  • Black, P. (1999). Assessment learning theories and testing system. In P. Murphy (Ed.), Learners, learning and assessment (pp. 118-134). Paul Chapman Publishing.

  • Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-68. https://doi.org/10.1080/0969595980050102

  • Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). The nature and value of formative assessment for learning. Improving Schools, 6(3), 7-22. https://doi.org/10.1177/136548020300600304

  • Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12(3), 267-296. https://doi.org/10.1016/s1060-3743(03)00038-9

  • Charney, D. (1984). The validity of using holistic scoring to evaluate writing: A critical overview. Research in the Teaching of English, 18(1), 65-81.

  • Cho, K., Schunn, C. D., & Charney, D. (2006). Commenting on writing: Typology and perceived helpfulness of comments from novice peer reviewers and subject matter experts. Written communication, 23(3), 260-294. https://doi.org/10.1177/0741088306289261

  • Cohen, A. D., & Cavalcanti, M. C. (1990). Feedback on compositions: Teacher and student verbal reports. In Kroll, B. (Ed.), Second language writing (pp. 155-177). Cambridge University Press. https://doi.org/10.1017/cbo9781139524551.015

  • Cohen, A. D., & Robbins, M. (1976). Toward assessing interlanguage performance: The relationship between selected errors, learners’ characteristics, and learners’ expectations. Language Learning, 26(1), 45-66. https://doi.org/10.1111/j.1467-1770.1976.tb00259.x

  • Corbett, A. T., & Anderson, J. R. (2001). Locus of feedback control in computer-based tutoring: Impact on learning rate, achievement and attitudes. In Proceedings of the SIGCHI conference on Human factors in computing systems (pp. 245-252). ACM Publishing. https://doi.org/10.1145/365024.365111

  • Corpuz, V. (2011). Error correction in second language writing: Teachers’ beliefs, practices and students’ preferences [Unpublished Master’s dissertation]. Queensland University of Technology.

  • Dinnen, J. L., & Collopy, R. (2009). An analysis of feedback given to strong and weak student writers. Reading Horizons: A Journal of Literacy and Language Arts, 49(3), 239-256.

  • Ellis, R. (2009). A typology of written corrective feedback types. ELT Journal, 63(2), 97-107. https://doi.org/10.1093/elt/ccn023

  • Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28(2), 339-368. https://doi.org/10.1017/s0272263106060141

  • Enginarlar, H. (1993). Student response to teacher feedback in EFL writing. System, 21(2), 193-204. https://doi.org/10.1016/0346-251x(93)90041-e

  • Ferris, D. R. (1999). The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing, 8(1), 1-11. https://doi.org/10.1016/s1060-3743(99)80110-6

  • Ferris, D. R. (2002). Treatment of error in second language student writing. The University of Michigan Press.

  • Ferris, D. R. (2006). Does error feedback help student writers? New evidence on the short-and long-term effects of written error correction. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (pp. 81-104). Cambridge University Press https://doi.org/10.1017/cbo9781139524742.007

  • Ferris, D. R. (2012). Written corrective feedback in second language acquisition and writing studies. Language Teaching, 45(4), 446-459. https://doi.org/10.1017/s0261444812000250

  • Ferris, D., & Hedgcock, J. (2005). Teaching ESL composition: Purpose, process and practice. Lawrence Erlbaum Associates.

  • Fraenkel, J., & Wallen, R. N. E. (2010). How to design and evaluate research in education. McGraw-Hill.

  • Fregeau, L. A. (1999). Preparing ESL students for college writing: Two case studies. The Internet TESL Journal, 5(10), 1-3.

  • Gurnam K. S., Chan Y. F. & Sarjit, K. S. (2011). Students’ reactions to School-based oral assessment: Bridging the gap in Malaysia. Asian EFL Journal, 13(4), 300-327.

  • Hamidi, M. F. (2015). Writing a recount for PT3 [Unpublished module]. Pejabat Pelajaran Daerah Kemaman, Kementerian Pelajaran Malaysia.

  • Hong Kong Education Bureau (2007). English language: Curriculum & assessment guide (Secondary 4-6). Curriculum Development Council and the Hong Kong Examinations and Assessment Authority.

  • Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journal of second language writing, 12(1), 17-29. https://doi.org/10.1016/s1060-3743(02)00124-8

  • Hyland, K., & Hyland, F. (Eds.) (2006). Feedback in second language writing: Context and issues. Cambridge University Press. https://doi.org/10.1017/cbo9781139524742

  • Irons, A. (2008). Enhancing learning through formative assessment and feedback. Routledge. https://doi.org/10.4324/9780203934333

  • Juwah, C., Macfarlane-Dick, D., Matthew, B., Nicol, D., Ross, D., & Smith, B. (2004). Enhancing student learning through effective formative feedback. The Higher Education Academy Generic Centre.

  • Kamaruddin, K. (2016). SPM paper one (Section B: Continuous writing) practice [Unpublished module]. Pejabat Pelajaran Manjung, Kementerian Pelajaran Malaysia.

  • Kementerian Pendidikan Malaysia (2017a). Dokumen standard kurikulum dan pentaksiran Bahasa Inggeris Tingkatan 1 [Form 1 English Curriculum and Assessment Standard Document]. https://sumberpendidikan.com/2017/07/18/dskp-bahasa-inggeris-tingkatan-1-kssm/

  • Kementerian Pendidikan Malaysia (2017b). Dokumen standard kurikulum dan pentaksiran Bahasa Inggeris Tingkatan 2 [Form 2 English Curriculum and Assessment Standard Document]. https://sumberpendidikan.com/2018/02/01/dskp-cefr-bahasa-inggeris-kssm-tingkatan-2/

  • Krashen, S. (1992). The input hypothesis: An update. In J. E. Alatis (Ed.), Linguistics and language pedagogy: The state of the art (pp. 409-431). Georgetown University Press.

  • Lalande, J. F. (1982). Reducing composition errors: An experiment. Modern Language Journal, 66(2), 140-149. https://doi.org/10.2307/326382

  • Lee, I. (1997). ESL learners’ performance in error correction in writing: Some implications for teaching. System, 25(4), 456-477. https://doi.org/10.1016/S0346-251X(97)00045-6

  • Lee, I. (2004). Error correction in L2 secondary writing classrooms: The case of Hong Kong. Journal of Second Language Writing, 13(4), 285-312. https://doi.org/10.1016/j.jslw.2004.08.001

  • Lee, I. (2005). Error correction in the L2 writing classroom: What do students think? TESL Canada Journal, 22(2), 1-16. https://doi.org/10.18806/tesl.v22i2.84

  • Lee, I. (2008). Understanding teachers’ written feedback practices in Hong Kong secondary classrooms. Journal of Second Language Writing, 17(2), 69-85. https://doi.org/10.1016/j.jslw.2007.10.001

  • Lee, I. (2009). Ten mismatch between teachers’ beliefs and written feedback practice. ELT Journal, 63(1), 13-22. https://doi.org/10.1093/elt/ccn010

  • Lee, I. (2014). Teachers’ reflection on implementation of innovative feedback approaches in EFL writing. English Teaching, 69(1). 23-40.

  • Lunsford, R. F. (1997). When less is more: Principles for responding in the disciplines. New Directions for Teaching and Learning, 1997(69), 91-104. https://doi.org/10.1002/tl.6908

  • Maarof, N., Yamat, H., & Li, K. L. (2011). Role of teacher, peer and teacher-peer feedback in enhancing ESL students’ writing. World Applied Sciences Journal, 15(1), 35-29.

  • Malaysian Ministry of Education (2003). English language curriculum specification for Form 4. Curriculum Development Centre, Ministry of Education.

  • Mantello, M. (1997). Error correction in the L2 classroom. Canadian Modern Language Review, 54(1), 127-131. https://doi.org/10.3138/cmlr.54.1.127

  • Mathan, S. (2003). Recasting the feedback debate: Benefits of tutoring error detection and correction skills [Doctoral dissertation, Carnegie Mellon University]. ProQuest Information and Learning Company. https://www.proquest.com/openview/cddcc4dafe8cd89adc25a9874777cd91/1?pq-origsite=gscholar&cbl=18750&diss=y

  • Ministry of Education Singapore (2010). English language syllabus primary & secondary (Express/Normal[Academic]). Curriculum Planning & Development Division.

  • Nesamalar, C., Saratha, S., & Teh, S. C. (2001). ELT methodology: Principles and practice. Penerbit Fajar Bakti.

  • Nicol, D. J., & Macfarlene-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. https://doi.org/10.1080/03075070600572090

  • Nyquist, J. B. (2003). The benefits of reconstruing feedback as a larger system of formative assessment: A meta-analysis [Unpublished Master’s thesis]. Vanderblit University.

  • Ramaprasad, A. (1983). On the definition of feedback. Behavioural Science, 28, 4-13. https://doi.org/10.1002/bs.3830280103

  • Reid, J. (1998). “Eye” learners and “ear” learners: Identifying the language needs of international students and U.S. resident writers. In P. Byrd & J. M. Reid (Eds.), Grammar in the composition classroom: Essays on teaching ESL for college-bound students (pp. 3–17). Heinle & Heinle.

  • Salteh, M. A., & Sadeghi, K. (2015). Teachers’ and students’ attitudes towards error correction in L2 writing. The Journal of Asia TEFL, 12(3), 1-31. https://doi.org/10.18823/asiatefl.2015.12.3.1.1

  • Shelly, A. (2014). Dynamic written corrective feedback: Achieving manageability. Brigham Young university. http://scholarsarchieve.byu.edu/etd/4109

  • Sidhu, G. K., Chan Y. F., & Sidhu, S. K. (2011). Students’ reactions to School-based oral assessment: Bridging the gap in Malaysia. Asian EFL Journal, 13(4), 300-327.

  • Singaporean Ministry of Education (2010). English language syllabus. Ministry of Education.

  • Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46(2), 327-369. https://doi.org/10.1111/j.1467-1770.1996.tb01238.x

  • Williams, J. G. (2003). Providing feedback on ESL students’ written assignments. The Internet TESL Journal, 9(10), 1-5.

  • Wu, Y., & Schunn, C. D. (2020). From feedback to revisions: Effects of feedback features and perceptions. Contemporary Educational Psychology, 60, Article 101826. https://doi.org/10.1016/j.cedpsych.2019.101826

  • Zamel, V. (1985). Responding to student writing. TESOL Quarterly, 19, 79-101. https://doi.org/10.2307/3586773

  • Abdullah, H., & Sidek, H. M. (2012). L2 writing feedback: Alignment of instructional planning and implementation. Journal of Language Studies, 15, 15-17.

  • Amrhein, H. R., & Nassaji, N. (2010). Written corrective feedback: What do students and teachers prefer and why? Canadian Journal of Applied Linguistics, 13(2), 95-127.

  • Baird, J. A., Greatorex, J., & Bell, J. F. (2004). What makes marking reliable? Experiments with UK examinations. Assessment in education: Principles, Policy & Practice, 11(3), 331-348. https://doi.org/10.1080/0969594042000304627

  • Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of second language writing, 17(2), 102-118. https://doi.org/10.1016/j.jslw.2007.11.004

  • Black, P. (1999). Assessment learning theories and testing system. In P. Murphy (Ed.), Learners, learning and assessment (pp. 118-134). Paul Chapman Publishing.

  • Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-68. https://doi.org/10.1080/0969595980050102

  • Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). The nature and value of formative assessment for learning. Improving Schools, 6(3), 7-22. https://doi.org/10.1177/136548020300600304

  • Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12(3), 267-296. https://doi.org/10.1016/s1060-3743(03)00038-9

  • Charney, D. (1984). The validity of using holistic scoring to evaluate writing: A critical overview. Research in the Teaching of English, 18(1), 65-81.

  • Cho, K., Schunn, C. D., & Charney, D. (2006). Commenting on writing: Typology and perceived helpfulness of comments from novice peer reviewers and subject matter experts. Written communication, 23(3), 260-294. https://doi.org/10.1177/0741088306289261

  • Cohen, A. D., & Cavalcanti, M. C. (1990). Feedback on compositions: Teacher and student verbal reports. In Kroll, B. (Ed.), Second language writing (pp. 155-177). Cambridge University Press. https://doi.org/10.1017/cbo9781139524551.015

  • Cohen, A. D., & Robbins, M. (1976). Toward assessing interlanguage performance: The relationship between selected errors, learners’ characteristics, and learners’ expectations. Language Learning, 26(1), 45-66. https://doi.org/10.1111/j.1467-1770.1976.tb00259.x

  • Corbett, A. T., & Anderson, J. R. (2001). Locus of feedback control in computer-based tutoring: Impact on learning rate, achievement and attitudes. In Proceedings of the SIGCHI conference on Human factors in computing systems (pp. 245-252). ACM Publishing. https://doi.org/10.1145/365024.365111

  • Corpuz, V. (2011). Error correction in second language writing: Teachers’ beliefs, practices and students’ preferences [Unpublished Master’s dissertation]. Queensland University of Technology.

  • Dinnen, J. L., & Collopy, R. (2009). An analysis of feedback given to strong and weak student writers. Reading Horizons: A Journal of Literacy and Language Arts, 49(3), 239-256.

  • Ellis, R. (2009). A typology of written corrective feedback types. ELT Journal, 63(2), 97-107. https://doi.org/10.1093/elt/ccn023

  • Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28(2), 339-368. https://doi.org/10.1017/s0272263106060141

  • Enginarlar, H. (1993). Student response to teacher feedback in EFL writing. System, 21(2), 193-204. https://doi.org/10.1016/0346-251x(93)90041-e

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