Efficacy of teachers’ semi-focused written corrective feedback on learners’ linguistic accuracy and writing fluency
| dc.contributor.author | Ekanayaka, Waruni Iresha | |
| dc.contributor.supervisor | Rod Ellis | en_US |
| dc.contributor.supervisor | Toni Dobinson | en_US |
| dc.date.accessioned | 2022-06-13T09:01:52Z | |
| dc.date.available | 2022-06-13T09:01:52Z | |
| dc.date.issued | 2022 | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.11937/88741 | |
| dc.description.abstract |
This thesis presents a quasi-experimental study carried out to examine the effect of teachers’ semi-focused written corrective feedback (WCF) on a group of intermediate-level learners’ linguistic accuracy and writing fluency over a period of 10 weeks. It also explores the learners’ perceptions towards feedback. This study showed that multiple provisions of WCF led to accuracy improvements in finite verb constructions. | en_US |
| dc.publisher | Curtin University | en_US |
| dc.title | Efficacy of teachers’ semi-focused written corrective feedback on learners’ linguistic accuracy and writing fluency | en_US |
| dc.type | Thesis | en_US |
| dcterms.educationLevel | PhD | en_US |
| curtin.department | School of Education | en_US |
| curtin.accessStatus | Open access | en_US |
| curtin.faculty | Humanities | en_US |
| curtin.contributor.orcid | Ekanayaka, Waruni Iresha [0000-0002-2410-255X] | en_US |