J
Pertanika Journal of Social Science and Humanities, Volume J, Issue J, January J
Keywords: J
Published on: J
J
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
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.
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