<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-2644</journal-id>
<journal-title><![CDATA[Revista Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Educación]]></abbrev-journal-title>
<issn>2215-2644</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-26442020000200483</article-id>
<article-id pub-id-type="doi">10.15517/revedu.v44i2.38727</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[An Analysis of Variation Sources in Written Corrective Feedback Studies: What is the Next Step?]]></article-title>
<article-title xml:lang="es"><![CDATA[Un análisis de las fuentes de variación en los estudios de retroalimentación correctiva escrita: ¿Cuál es el siguiente paso?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bonilla López]]></surname>
<given-names><![CDATA[Marisela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>44</volume>
<numero>2</numero>
<fpage>483</fpage>
<lpage>505</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-26442020000200483&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-26442020000200483&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-26442020000200483&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract While there is a significant amount of compelling evidence to support written corrective feedback (error correction), it is also acknowledged that research findings may not be applicable or conclusive enough given the great variability among studies. Nevertheless, no systematic attempt has been made to review and synthesize the extensive amount of literature to identify the sources that lead to such variation. This study aims to identify such variables. Results indicate that in a research base of 76 relevant publications, variations can be explained based on 11 main sources. Pursuant to these findings, this study sketches the main variance-related problems and outlines design recommendations to further expand L2 research and practice of error correction in Second Language Acquisition.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Existe una cantidad significativa de evidencia convincente a favor de la retroalimentación correctiva escrita (corrección de errores). Sin embargo, se reconoce que los resultados que arrojan las investigaciones quizás no sean tan pertinentes o lo suficientemente concluyentes debido a la gran variabilidad que hay entre los estudios. Aun así, no se ha hecho ningún intento sistemático de revisar y sintetizar la literatura de manera tal que se identifiquen las fuentes que causan tanta variación. Este artículo busca identificar esas variables. Los resultados indican que en una base de investigación que comprende 76 publicaciones relevantes, la variación puede explicarse a la luz de 11 fuentes principales. Este estudio también resume los problemas más significativos y propone recomendaciones de diseño para expandir la investigación y práctica de la corrección de errores en la enseñanza de una segunda lengua.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Written corrective feedback]]></kwd>
<kwd lng="en"><![CDATA[Sources of variation]]></kwd>
<kwd lng="en"><![CDATA[L2 research and practice]]></kwd>
<kwd lng="es"><![CDATA[Retroalimentación de corrección lingüística]]></kwd>
<kwd lng="es"><![CDATA[Fuentes de variación]]></kwd>
<kwd lng="es"><![CDATA[L2 Investigación y práctica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Abedi]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Latifi]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Moinzadeh]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effect of error correction vs. error detection on Iranian pre-intermediate EFL learners&#8217; writing achievement.]]></article-title>
<source><![CDATA[English Language Teaching]]></source>
<year>2010</year>
<volume>3</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>168-74</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ahmadi]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Maftoon]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Mehrdad]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Investigating the Effects of Two Types of Feedback on EFL Students&#8217; Writing.]]></article-title>
<source><![CDATA[Procedia - Social and Behavioral Sciences]]></source>
<year>2012</year>
<volume>46</volume>
<page-range>2590-5</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Asassfeh]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Corrective Feedback (CF) and English-Major EFL Learners&#8217; Ability in Grammatical Error Detection and Correction.]]></article-title>
<source><![CDATA[English Language Teaching]]></source>
<year>2013</year>
<volume>6</volume>
<numero>8</numero>
<issue>8</issue>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Aveyard]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<source><![CDATA[Doing a Literature Review in Health and Social Care: A Practical Guide]]></source>
<year>2010</year>
<publisher-loc><![CDATA[Maidenhead, UK ]]></publisher-loc>
<publisher-name><![CDATA[McGraw]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Benson]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[DeKeyser]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effects of written corrective feedback and language aptitude on verb tense accuracy.]]></article-title>
<source><![CDATA[Language Teaching Research]]></source>
<year>2018</year>
<volume>23</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>702-26</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<collab>Bitchener. J</collab>
<article-title xml:lang=""><![CDATA[Evidence in support of written corrective feedback.]]></article-title>
<source><![CDATA[Journal of Second Language Writing]]></source>
<year>2008</year>
<volume>17</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>102-18</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bitchener]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Measuring the Effectiveness of Written Corrective Feedback: A response to &#8220;Overgeneralization from a Narrow Focus: A Response to Bitchener (2008).&#8221;]]></article-title>
<source><![CDATA[Journal of Second Language Writing]]></source>
<year>2009</year>
<volume>18</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>276-9</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bitchener]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Ferris]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Written Corrective Feedback in Second Language Acquisition and Writing]]></source>
<year>2012</year>
<publisher-loc><![CDATA[UK ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<collab>Bitchener</collab>
<article-title xml:lang=""><![CDATA[A Reflection on &#8216;The Language Learning Potential&#8217; of Written CF.]]></article-title>
<source><![CDATA[Journal of Second Language Writing]]></source>
<year>2012</year>
<volume>21</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>348-63</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bitchener]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[To what extent has the published written CF research aided our understanding of its potential for L2 development?]]></article-title>
<source><![CDATA[ITL - International Journal of Applied Linguistics]]></source>
<year>2016</year>
<volume>167</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>111-31</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bitchener]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Knoch]]></surname>
<given-names><![CDATA[U.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The relative effectiveness of different types of direct written corrective feedback.]]></article-title>
<source><![CDATA[System]]></source>
<year>2009</year>
<volume>37</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>322-9</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bitchener]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Knoch]]></surname>
<given-names><![CDATA[U.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Value of a Focused Approach to Written Corrective Feedback]]></article-title>
<source><![CDATA[ELT Journal]]></source>
<year>2009</year>
<volume>63</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>204-11</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bitchener]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Knoch]]></surname>
<given-names><![CDATA[U.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Raising the linguistic accuracy level of advanced L2 writers with written corrective feedback.]]></article-title>
<source><![CDATA[Journal of Second Language Writing]]></source>
<year>2010</year>
<volume>19</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>207-17</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bitchener]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Young]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Cameron]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[he Effect of Different Types of Corrective Feedback on ESL Student Writing]]></article-title>
<source><![CDATA[Journal of Second Language Writing]]></source>
<year>2005</year>
<volume>14</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>191-205</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bonilla]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Van Steendam]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Buyse]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Comprehensive Corrective Feedback on Low and High Proficiency Writers: Examining Attitudes and Preferences.]]></article-title>
<source><![CDATA[ITL-International Journal of Applied Linguistics]]></source>
<year>2017</year>
<volume>168</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>91-128</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bonilla]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Van Steendam]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Speelman]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Buyse]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Differential Effects of Comprehensive Feedback Forms in the Second Language Writing Class: Comprehensive Feedback in the L2 Writing Class]]></article-title>
<source><![CDATA[Language Learning]]></source>
<year>2018</year>
<volume>68</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>813-50</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brown]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Written Corrective Feedback Debate: Next Steps for Classroom Teachers and Practitioners.]]></article-title>
<source><![CDATA[TESOL Quarterly]]></source>
<year>2012</year>
<volume>46</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>861-7</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bruton]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Designing Research into the Effects of Grammar Correction in L2 Writing: Not So Straightforward]]></article-title>
<source><![CDATA[Journal of Second Language Writing]]></source>
<year>2009</year>
<volume>18</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>136-40</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bruton]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Improving accuracy is not the only reason for writing, and even if it were&#8230;.]]></article-title>
<source><![CDATA[System]]></source>
<year>2009</year>
<volume>37</volume>
<page-range>600-13</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chandler]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing.]]></article-title>
<source><![CDATA[Journal of Second Language Writing]]></source>
<year>2003</year>
<volume>12</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>267-96</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chaudron]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Effects of Feedback on Students&#8217; Composition Revisions]]></article-title>
<source><![CDATA[RELC Journal]]></source>
<year>1984</year>
<volume>15</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-14</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cohen]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Studying Learner Strategies: How We Get the Information.]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Wenden]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Rubin]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Learner Strategies in Language Learning]]></source>
<year>1987</year>
<page-range>31-40</page-range><publisher-loc><![CDATA[UK ]]></publisher-loc>
<publisher-name><![CDATA[Prentice Hall]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Diab]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effectiveness of written corrective feedback: Does type of error and type of correction matter?]]></article-title>
<source><![CDATA[Assessing Writing]]></source>
<year>2015</year>
<volume>24</volume>
<page-range>16-34</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[El-Ebyary]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Windeatt]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Impact of Computer-Based Feedback on Students&#8217; Written Work]]></article-title>
<source><![CDATA[International Journal of English Studies]]></source>
<year>2010</year>
<volume>10</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>121-42</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ellis]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A Typology of Written Corrective Feedback Types.]]></article-title>
<source><![CDATA[ELT Journal]]></source>
<year>2009</year>
<volume>63</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>97-107</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ellis]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A Framework for Investigating Oral and Written Corrective Feedback.]]></article-title>
<source><![CDATA[Studies in Second Language Acquisition]]></source>
<year>2010</year>
<volume>32</volume>
<numero>02</numero>
<issue>02</issue>
<page-range>335-49</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ellis]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Sheen]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Murakami]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Takashima]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Effects of Focused and Unfocused Written Corrective Feedback in an English as a Foreign Language Context.]]></article-title>
<source><![CDATA[System]]></source>
<year>2008</year>
<volume>36</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>353-71</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Evans]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Hartshorn]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[McCollum]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Wolfersberger]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Contextualizing Corrective Feedback in Second Language Writing Pedagogy.]]></article-title>
<source><![CDATA[Language Teaching Research]]></source>
<year>2010</year>
<volume>14</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>445-63</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Evans]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Hartshorn]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Strong-Krause]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Efficacy of Dynamic Written Corrective Feedback for University-Matriculated ESL Learners.]]></article-title>
<source><![CDATA[System]]></source>
<year>2011</year>
<volume>39</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>229-39</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Farrokhi]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Sattarpour]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Effects of Direct Written Corrective Feedback on Improvement of Grammatical Accuracy of High- proficient L2 Learners.]]></article-title>
<source><![CDATA[World Journal of Education]]></source>
<year>2012</year>
<volume>2</volume>
<numero>2</numero>
<issue>2</issue>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fathman]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Whalley]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher Response to Student Writing: Focus on Form Versus Content.]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Kroll]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<source><![CDATA[Second Language Writing: Research Insights for the Classroom]]></source>
<year>1990</year>
<page-range>178-90</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fazio]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effect of corrections and commentaries on the journal writing accuracy of minority-and majority-language students.]]></article-title>
<source><![CDATA[Journal of Second Language Writing]]></source>
<year>2001</year>
<volume>10</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>235-49</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ferris]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Influence of Teacher Commentary on Student Revision]]></article-title>
<source><![CDATA[TESOL Quarterly]]></source>
<year>1997</year>
<volume>31</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>315-39</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ferris]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Case for Grammar Correction in L2 Writing Classes: A Response to Truscott (1996)]]></article-title>
<source><![CDATA[Journal of Second Language Writing]]></source>
<year>1999</year>
<volume>8</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-11</page-range></nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ferris]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The &#8220;Grammar Correction&#8221; Debate in L2 Writing: Where are we, and where do we go from here? (and what do we do in the meantime &#8230;?).]]></article-title>
<source><![CDATA[Journal of Second Language Writing]]></source>
<year>2004</year>
<volume>13</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>49-62</page-range></nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ferris]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Does Error Feedback Help Student Writers? New Evidence on the Short and Long-Term Effects of Written Error Correction.]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Hyland]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Hyland]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<source><![CDATA[Feedback in Second Language Writing: Contexts and Issues]]></source>
<year>2006</year>
<page-range>81-104</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ferris]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Second Language Writing Research and Written Corrective Feedback in SLA.]]></article-title>
<source><![CDATA[Studies in Second Language Acquisition]]></source>
<year>2010</year>
<volume>32</volume>
<numero>02</numero>
<issue>02</issue>
<page-range>181-201</page-range></nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ferris]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Liu]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Sinha]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Senna]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Written Corrective Feedback for Individual L2 Writers.]]></article-title>
<source><![CDATA[Journal of Second Language Writing]]></source>
<year>2013</year>
<volume>22</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>307-29</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ferris]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Roberts]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Error Feedback in L2 Writing Classes: How Explicit Does it Need to Be?]]></article-title>
<source><![CDATA[Journal of Second Language Writing]]></source>
<year>2001</year>
<volume>10</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>161-84</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Frantzen]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effects of grammar supplementation on written accuracy in an intermediate Spanish content course]]></article-title>
<source><![CDATA[The Modern Language Journal]]></source>
<year>1995</year>
<volume>79</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>329-44</page-range></nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Frear]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Chiu]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effect of focused and unfocused indirect written corrective feedback on EFL learners&#8217; accuracy in new pieces of writing.]]></article-title>
<source><![CDATA[System]]></source>
<year>2015</year>
<volume>53</volume>
<page-range>24-34</page-range></nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gaskell]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Cobb]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Can Learners Use Concordance Feedback for Writing Errors?]]></article-title>
<source><![CDATA[System]]></source>
<year>2004</year>
<volume>32</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>301-19</page-range></nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Goldstein]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Questions and answers about teacher written commentary and student revision: teachers and students working together.]]></article-title>
<source><![CDATA[Journal of Second Language Writing]]></source>
<year>2004</year>
<volume>13</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>63-80</page-range></nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Guénette]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Is Feedback Pedagogically Correct?]]></article-title>
<source><![CDATA[Journal of Second Language Writing]]></source>
<year>2007</year>
<volume>16</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>40-53</page-range></nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Guénette]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Pedagogy of Error Correction: Surviving the Written Corrective Feedback Challenge.]]></article-title>
<source><![CDATA[TESL Canada Journal]]></source>
<year>2012</year>
<volume>30</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>117-26</page-range></nlm-citation>
</ref>
<ref id="B46">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hanaoka]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Izumi]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Noticing and Uptake: Addressing Pre-articulated Covert Problems in L2 Writing.]]></article-title>
<source><![CDATA[Journal of Second Language Writing]]></source>
<year>2012</year>
<volume>21</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>332-47</page-range></nlm-citation>
</ref>
<ref id="B47">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hartshorn]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Evans]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Merrill]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Sudweeks]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Strong-Krause]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Anderson]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effects of Dynamic Corrective Feedback on ESL Writing Accuracy.]]></article-title>
<source><![CDATA[TESOL Quarterly]]></source>
<year>2010</year>
<volume>44</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>84-109</page-range></nlm-citation>
</ref>
<ref id="B48">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hedgcock]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Lefkowitz]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Collaborative Oral/Aural Revision in Foreign Language Writing Instruction.]]></article-title>
<source><![CDATA[Journal of Second Language Writing]]></source>
<year>1992</year>
<volume>1</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>255-76</page-range></nlm-citation>
</ref>
<ref id="B49">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hendrickson]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Error Correction in Foreign Language Teaching: Recent Theory, Research, and Practice.]]></article-title>
<source><![CDATA[The Modern Language Journal]]></source>
<year>1978</year>
<volume>62</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>387-98</page-range></nlm-citation>
</ref>
<ref id="B50">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hyland]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Hyland]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Feedback on Second Language Students&#8217; Writing.]]></article-title>
<source><![CDATA[Language Teaching]]></source>
<year>2006</year>
<volume>39</volume>
<numero>02</numero>
<issue>02</issue>
<page-range>83-101</page-range></nlm-citation>
</ref>
<ref id="B51">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kang]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Han]]></surname>
<given-names><![CDATA[Z.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Efficacy of Written Corrective Feedback in Improving L2 Written Accuracy: A Meta-Analysis.]]></article-title>
<source><![CDATA[The Modern Language Journal]]></source>
<year>2015</year>
<volume>99</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-18</page-range></nlm-citation>
</ref>
<ref id="B52">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kepner]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[An Experiment in the Relationship of Types of Written Feedback to the Development of Second-Language Writing Skills.]]></article-title>
<source><![CDATA[The Modern Language Journal]]></source>
<year>1991</year>
<volume>75</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>305-13</page-range></nlm-citation>
</ref>
<ref id="B53">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lalande]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reducing Composition Errors: An Experiment.]]></article-title>
<source><![CDATA[The Modern Language Journal]]></source>
<year>1982</year>
<volume>66</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>140-9</page-range></nlm-citation>
</ref>
<ref id="B54">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lavolette]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Polio]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Kahng]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Accuracy of Computer-Assisted Feedback and Students&#8217; Responses to It.]]></article-title>
<source><![CDATA[Language, Learning &amp; Technology,]]></source>
<year>2015</year>
<volume>19</volume>
<page-range>50-68</page-range></nlm-citation>
</ref>
<ref id="B55">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lee]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[ESL Learners&#8217; Performance in Error Correction in Writing: Some Implications for Teaching]]></article-title>
<source><![CDATA[System]]></source>
<year>1997</year>
<volume>25</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>465-77</page-range></nlm-citation>
</ref>
<ref id="B56">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lee]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Feedback in Writing: Issues and Challenges.]]></article-title>
<source><![CDATA[Assessing Writing]]></source>
<year>2014</year>
<volume>19</volume>
<page-range>1-5</page-range></nlm-citation>
</ref>
<ref id="B57">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Liu]]></surname>
<given-names><![CDATA[Q.]]></given-names>
</name>
<name>
<surname><![CDATA[Brown]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Methodological Synthesis of Research on the Effectiveness of Corrective Feedback in L2 Writing.]]></article-title>
<source><![CDATA[Journal of Second Language Writing]]></source>
<year>2015</year>
<volume>30</volume>
<page-range>66-81</page-range></nlm-citation>
</ref>
<ref id="B58">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MacDonald]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developmental students&#8217; processing of teacher feedback in composition instruction.]]></article-title>
<source><![CDATA[Review of Research in Developmental Education]]></source>
<year>1991</year>
<volume>8</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>1-8</page-range></nlm-citation>
</ref>
<ref id="B59">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Manchón]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Learning-to-write and Writing-to-Learn in an Additional Language]]></source>
<year>2011</year>
<publisher-loc><![CDATA[Amsterdam ]]></publisher-loc>
<publisher-name><![CDATA[John Benjamins]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B60">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Martínez]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[De Larios]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Use of Models as a Form of Written Feedback to Secondary School Pupils of English.]]></article-title>
<source><![CDATA[International Journal of English Studies]]></source>
<year>2010</year>
<volume>10</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>143-70</page-range></nlm-citation>
</ref>
<ref id="B61">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Moher]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Liberati]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Tetzlaff]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Altman]]></surname>
<given-names><![CDATA[D. G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Preferred Reporting Items for Systematic Reviews and Meta-analyses: The PRISMA statement. PLoS Medicine]]></article-title>
<source><![CDATA[PLoS Medicine]]></source>
<year>2009</year>
<volume>6</volume>
<numero>(7</numero>
<issue>(7</issue>
</nlm-citation>
</ref>
<ref id="B62">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Murphy]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[De Larios]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Feedback in Second Language Writing: An Introduction.]]></article-title>
<source><![CDATA[International Journal of English Studies]]></source>
<year>2010</year>
<volume>10</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-15</page-range></nlm-citation>
</ref>
<ref id="B63">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nagata]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Effectiveness of Computer-Assisted Metalinguistic Instruction: A Case Study in Japanese.]]></article-title>
<source><![CDATA[Foreign Language Annals]]></source>
<year>1997</year>
<volume>30</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>187-200</page-range></nlm-citation>
</ref>
<ref id="B64">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Polio]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Relevance of Second Language Acquisition Theory to the Written Error Correction Debate]]></article-title>
<source><![CDATA[Journal of Second Language Writing]]></source>
<year>2012</year>
<volume>21</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>375-89</page-range></nlm-citation>
</ref>
<ref id="B65">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Qi]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Lapkin]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Exploring the Role of Noticing in a Three-Stage Second Language Writing Task.]]></article-title>
<source><![CDATA[Journal of Second Language Writing]]></source>
<year>2001</year>
<volume>10</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>277-303</page-range></nlm-citation>
</ref>
<ref id="B66">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Russell]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Spada]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Effectiveness of Corrective Feedback for the Acquisition of L2 Grammar.]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Norris]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Ortega]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Synthesizing Research on Language Learning and Teaching]]></source>
<year>2006</year>
<page-range>133-64</page-range><publisher-name><![CDATA[John Benjamins Publishing Company]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B67">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sampson]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[&#8220;Coded and Uncoded Error Feedback: Effects on Error Frequencies in Adult Colombian EFL learners Writing&#8221;]]></article-title>
<source><![CDATA[System]]></source>
<year>2012</year>
<volume>40</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>494-504</page-range></nlm-citation>
</ref>
<ref id="B68">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[López-Serrano]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Manchón]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The differential effect of two types of direct written corrective feedback on noticing and uptake: Reformulation vs. error correction.]]></article-title>
<source><![CDATA[IJES, International Journal of English Studies]]></source>
<year>2010</year>
<volume>10</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>131-54</page-range></nlm-citation>
</ref>
<ref id="B69">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Semke]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effects of the Red Pen.]]></article-title>
<source><![CDATA[Foreign Language Annals]]></source>
<year>1984</year>
<volume>17</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>195-202</page-range></nlm-citation>
</ref>
<ref id="B70">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sheen]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners&#8217; Acquisition of Articles]]></article-title>
<source><![CDATA[TESOL Quarterly]]></source>
<year>2007</year>
<volume>41</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>255-83</page-range></nlm-citation>
</ref>
<ref id="B71">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sheen]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Differential Effects of Oral and Written Corrective Feedback in the ESL Classroom.]]></article-title>
<source><![CDATA[Studies in Second Language Acquisition]]></source>
<year>2010</year>
<volume>32</volume>
<numero>02</numero>
<issue>02</issue>
<page-range>203-34</page-range></nlm-citation>
</ref>
<ref id="B72">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sheppard]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Two Feedback Types: Do They Make A Difference?]]></article-title>
<source><![CDATA[RELC Journal]]></source>
<year>1992</year>
<volume>23</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>103-10</page-range></nlm-citation>
</ref>
<ref id="B73">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Shintani]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effects of computer-mediated synchronous and asynchronous direct corrective feedback on writing: a case study.]]></article-title>
<source><![CDATA[Computer Assisted Language Learning]]></source>
<year>2015</year>
<volume>29</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>517-38</page-range></nlm-citation>
</ref>
<ref id="B74">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Shintani]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Aubrey]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Effectiveness of Synchronous and Asynchronous Written Corrective Feedback on Grammatical Accuracy in a Computer-Mediated Environment.]]></article-title>
<source><![CDATA[The Modern Language Journal]]></source>
<year>2016</year>
<volume>100</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>296-319</page-range></nlm-citation>
</ref>
<ref id="B75">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Shintani]]></surname>
<given-names><![CDATA[&amp; Ellis]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The comparative effect of direct written corrective feedback and metalinguistic explanation on learners&#8217; explicit and implicit knowledge of the English indefinite article.]]></article-title>
<source><![CDATA[Journal of Second Language Writing]]></source>
<year>2013</year>
<volume>22</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>286-306</page-range></nlm-citation>
</ref>
<ref id="B76">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Shintani]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
<name>
<surname><![CDATA[Ellis]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Does language analytical ability mediate the effect of written feedback on grammatical accuracy in second language writing?]]></article-title>
<source><![CDATA[System]]></source>
<year>2015</year>
<volume>49</volume>
<page-range>110-9</page-range></nlm-citation>
</ref>
<ref id="B77">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Shintani]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Ellis]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Suzuki]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effects of Written Feedback and Revision on Learners&#8217; Accuracy in Using Two English Grammatical Structures: Effects of Written Feedback and Revision.]]></article-title>
<source><![CDATA[Language Learning]]></source>
<year>2014</year>
<volume>64</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>103-31</page-range></nlm-citation>
</ref>
<ref id="B78">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Stefanou]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Révész]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Direct Written Corrective Feedback, Learner Differences, and the Acquisition of Second Language Article Use for Generic and Specific Plural Reference.]]></article-title>
<source><![CDATA[The Modern Language Journal]]></source>
<year>2015</year>
<volume>99</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>263-82</page-range></nlm-citation>
</ref>
<ref id="B79">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Stiff]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Effect upon Student Composition of Particular Correction Techniques.]]></article-title>
<source><![CDATA[Research in the Teaching of English]]></source>
<year>1967</year>
<volume>1</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>54-75</page-range></nlm-citation>
</ref>
<ref id="B80">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Storch]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Critical Feedback on Written Corrective Feedback Research.]]></article-title>
<source><![CDATA[International Journal of English Studies]]></source>
<year>2010</year>
<volume>10</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>29-46</page-range></nlm-citation>
</ref>
<ref id="B81">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Storch]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Wigglesworth]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Learners&#8217; Processing, Uptake and Retention of Corrective Feedback on Writing.]]></article-title>
<source><![CDATA[Studies in Second Language Acquisition]]></source>
<year>2010</year>
<volume>32</volume>
<numero>02</numero>
<issue>02</issue>
<page-range>303-34</page-range></nlm-citation>
</ref>
<ref id="B82">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Truscott]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Case Against Grammar Correction in L2 Writing Classes]]></article-title>
<source><![CDATA[Language Learning]]></source>
<year>1996</year>
<volume>46</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>327-69</page-range></nlm-citation>
</ref>
<ref id="B83">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Truscott]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Selecting Errors for Selective Error Correction.]]></article-title>
<source><![CDATA[Concentric: Studies in English Literature and Linguistics]]></source>
<year>2001</year>
<volume>27</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>93-108</page-range></nlm-citation>
</ref>
<ref id="B84">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Truscott]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Evidence and Conjecture on the Effects of Correction: A Response to Chandler]]></article-title>
<source><![CDATA[Journal of Second Language Writing]]></source>
<year>2004</year>
<volume>13</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>337-43</page-range></nlm-citation>
</ref>
<ref id="B85">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Truscott]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Effect of Error Correction on Learners&#8217; Ability to Write Accurately.]]></article-title>
<source><![CDATA[Journal of Second Language Writing]]></source>
<year>2007</year>
<volume>16</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>255-72</page-range></nlm-citation>
</ref>
<ref id="B86">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Truscott]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Hsu]]></surname>
<given-names><![CDATA[A. Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Error Correction, Revision, and Learning.]]></article-title>
<source><![CDATA[Journal of Second Language Writing]]></source>
<year>2008</year>
<volume>17</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>292-305</page-range></nlm-citation>
</ref>
<ref id="B87">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Van Beuningen]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Corrective feedback in L2 writing: Theoretical Perspectives, Empirical Insights, and Future Directions.]]></article-title>
<source><![CDATA[International Journal of English Studies]]></source>
<year>2010</year>
<volume>10</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-27</page-range></nlm-citation>
</ref>
<ref id="B88">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Van Beuningen]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[De Jong]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Kuiken]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Effect of Direct and Indirect Corrective Feedback on L2 Learners&#8217; Written Accuracy.]]></article-title>
<source><![CDATA[ITL-International Journal of Applied Linguistics]]></source>
<year>2008</year>
<volume>156</volume>
<page-range>279-96</page-range></nlm-citation>
</ref>
<ref id="B89">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Van Beuningen]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[De Jong]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Kuiken]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Evidence on the Effectiveness of Comprehensive Error Correction in Second Language Writing: Effectiveness of Comprehensive CF.]]></article-title>
<source><![CDATA[Language Learning]]></source>
<year>2012</year>
<volume>62</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-41</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
