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Annotated Bibliography: The Effect of Feedback on Students’ Performance

Yamashita, T. (2021). Corrective feedback in computer-mediated collaborative writing and revision contributions. Language Learning & Technology, 25(2), 75–93. http://hdl.handle.net/10125/73434 

In this article, Yamashita (2021) effectively investigates the consequences that corrective feedback in in-class computer-mediated collaborative writing has on grammatical effectiveness in learners' success and individual performance. The writer convincingly insists on the fact that collaborative tasks help students in real-world interactions and contribute to individuals’ second language acquisition. According to Chandler (2003) and Ferris & Roberts (2001), direct corrective feedback is related to the provision of the correct form and it promotes foreign language acquisition. Methods, as well as research procedures of the study, are explained in detail and reflect interesting facts. Furthermore, Yamashita (2021), claims that computing-mediated platforms provided by the interface of Google Docs and QuickTime, inter alia, empower researchers to trace the individual’s contributions. To conclude, Yamashita (2021) reflects upon the results by claiming that some arguments and recommendations are tentative due to some limitations of the study. 

References 


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. 

Ferris, D., & Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10(3), 161–184.

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