Fiona McDonald, Katie Robinson, Aoife L Gallagher, Judith Pettigrew
Exploring the co-involvement of disabled adolescents in participatory action research; protocol for a critical interpretative synthesis
HRB open research
though controversy continues whether error feedback helps l2 student writers improve accuracy overall quality writing ferris 1999a truscott 1996 1999 studies error correction l2 writing classes provided evidence students receive error feedback teachers improve accuracy time one issue adequately examined explicit error feedback order help students selfedit texts experimental classroom study investigated 72 university esl students differing abilities selfedit texts across three feedback conditions 1 errors marked codes five different error categories 2 errors five categories underlined otherwise marked labeled 3 feedback found groups received feedback significantly outperformed nofeedback group selfediting task significant differences codes nocodes groups conclude less explicit feedback seemed help students selfedit well corrections coded error type