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A reflection on ‘the language learning potential’ of written CF

Journal of second language writing, 2012-12, Vol.21 (4), p.348-363

Bitchener, John

2012

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Written Corrective Feedback in Second Language Acquisition and Writing

Routledge, Taylor & Francis Group, 2012

1, 2012

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Written corrective feedback for L2 development

1st ed., 2016

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The value of written corrective feedback for migrant and international students

Language teaching research : LTR, 2008-07, Vol.12 (3), p.409-431

2008

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A Guide to Supervising Non-Native English Writers of Theses and Dissertations: Focusing on the Writing Process

Bitchener, John

1st, 2018

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Evidence in support of written corrective feedback

Journal of second language writing, 2008-06, Vol.17 (2), p.102-118

Bitchener, John

2008

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The Content Feedback Practices of Applied Linguistics Doctoral Supervisors in New Zealand and Australian Universities

Australian review of applied linguistics, 2016-01, Vol.39 (2), p.105

Bitchener, John

2016

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Teaching writing for academic purposes to multilingual students: Instructional Approaches

1, 2017

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The effectiveness of written corrective feedback and the impact Lao Learners' beliefs have on uptake

Australian review of applied linguistics, 2015-01, Vol.38 (1), p.64-82

2015

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Raising the linguistic accuracy level of advanced L2 writers with written corrective feedback

Journal of second language writing, 2010-12, Vol.19 (4), p.207-217

2010

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Perceptions of the difficulties of postgraduate L2 thesis students writing the discussion section

Journal of English for academic purposes, 2006, Vol.5 (1), p.4-18

2006

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The effects of cognitive task complexity on writing complexity

Journal of second language writing, 2015-12, Vol.30 (4), p.45-57

2015

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Written Corrective Feedback for L2 Development: Current Knowledge and Future Research

TESOL quarterly, 2012-12, Vol.46 (4), p.855-860

Bitchener, John

2012

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The Contribution of Written Corrective Feedback to Language Development: A Ten Month Investigation

Applied linguistics, 2010-05, Vol.31 (2), p.193-214

2010

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The relative effectiveness of different types of direct written corrective feedback

System (Linköping), 2009-06, Vol.37 (2), p.322-329

2009

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Supervisors' on-script feedback comments on drafts of dissertations: socialising students into the academic discourse community

Teaching in higher education, 2014-05, Vol.19 (4), p.432-445

2014

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What constitutes effective feedback to postgraduate research students? The students' perspective

Journal of university teaching & learning practice, 2012-01, Vol.9 (2), p.103-119

2012

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Short communication on the 14th Symposium on Second Language Writing (SSLW 2015) learning to write for academic purposes: Advancing theory, research and practice

Journal of second language writing, 2016-06, Vol.32, p.36-38

2016

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Written corrective feedback studies: Approximate replication of Bitchener & Knoch (2010a) and Van Beuningen, De Jong & Kuiken (2012)

Language teaching, 2015-07, Vol.48 (3), p.405-414

2015

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Measuring the effectiveness of written corrective feedback: A response to “Overgeneralization from a narrow focus: A response to Bitchener (2008)”

Journal of second language writing, 2009-12, Vol.18 (4), p.276-279

Bitchener, John

2009

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The effect of different types of corrective feedback on ESL student writing

Journal of second language writing, 2005-09, Vol.14 (3), p.191-205

2005

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A Reflection on 'The Language Learning Potential' of Written CF

Journal of second language writing, 2012, Vol.21 (4), p.384

Bitchener, John

2012

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Overgeneralization from a narrow focus: A response to Ellis et al. (2008) and Bitchener (2008)

Journal of second language writing, 2009-12, Vol.18 (4), p.270-275

Xu, Cuiqin

2009

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The value of a focused approach to written corrective feedback

ELT journal, 2009-07, Vol.63 (3), p.204-211

2009

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The effectiveness of written corrective feedback and the impact Lao Learners' beliefs have on uptake

Australian review of applied linguistics, 2015-01, Vol.38 (1), p.64-82

2015

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A reflection on ‘the language learning potential’ of written CF

Written Corrective Feedback in Second Language Acquisition and Writing

Written corrective feedback for L2 development

The value of written corrective feedback for migrant and international students

A Guide to Supervising Non-Native English Writers of Theses and Dissertations: Focusing on the Writing Process

Evidence in support of written corrective feedback

The Content Feedback Practices of Applied Linguistics Doctoral Supervisors in New Zealand and Australian Universities

Teaching writing for academic purposes to multilingual students: Instructional Approaches

The effectiveness of written corrective feedback and the impact Lao Learners' beliefs have on uptake

Raising the linguistic accuracy level of advanced L2 writers with written corrective feedback

Perceptions of the difficulties of postgraduate L2 thesis students writing the discussion section

The effects of cognitive task complexity on writing complexity

Written Corrective Feedback for L2 Development: Current Knowledge and Future Research

The Contribution of Written Corrective Feedback to Language Development: A Ten Month Investigation

The relative effectiveness of different types of direct written corrective feedback

Supervisors' on-script feedback comments on drafts of dissertations: socialising students into the academic discourse community

What constitutes effective feedback to postgraduate research students? The students' perspective

Short communication on the 14th Symposium on Second Language Writing (SSLW 2015) learning to write for academic purposes: Advancing theory, research and practice

Written corrective feedback studies: Approximate replication of Bitchener & Knoch (2010a) and Van Beuningen, De Jong & Kuiken (2012)

Measuring the effectiveness of written corrective feedback: A response to “Overgeneralization from a narrow focus: A response to Bitchener (2008)”

The effect of different types of corrective feedback on ESL student writing

A Reflection on 'The Language Learning Potential' of Written CF

Overgeneralization from a narrow focus: A response to Ellis et al. (2008) and Bitchener (2008)

The value of a focused approach to written corrective feedback

The effectiveness of written corrective feedback and the impact Lao Learners' beliefs have on uptake

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