Effects of task repetition with the aid of direct  and indirect written corrective feedback. A longitudinal study in an out-of-school context

Amelohina, Victoria; Nicolás Conesa, Florentina; Manchón Ruiz, Rosa María

Publication:
Effects of task repetition with the aid of direct and indirect written corrective feedback. A longitudinal study in an out-of-school context

dc.contributor.author	Amelohina, Victoria
dc.contributor.author	Nicolás Conesa, Florentina
dc.contributor.author	Manchón Ruiz, Rosa María
dc.contributor.department	Didáctica de la Lengua y la Literatura
dc.contributor.editor	Manchón Ruiz, Rosa María
dc.date.accessioned	2025-11-04T11:19:42Z
dc.date.available	2025-11-04T11:19:42Z
dc.date.copyright	© 2020 John Benjamins Publishing Company
dc.date.issued	2020-10-22
dc.description.abstract	This study sheds light on the learning affordances of task repetition in writing by analyzing the effects of exact task repetition (2 iterations of the same task) and procedural task repetition (2 task types, each one performed twice over 6 months) aided with written corrective feedback (WCF). The participants were 19 EFL students enrolled in an out-of-school instructional program. Two se-quences of direct and indirect WCF were implemented and potential differences in terms of CAF measures of the texts produced in a new iteration of the task and across tasks and time were examined. Results showed linear and non-linear effects of task repetition with WCF on diverse components of CAF, as well as a differential appropriation of indirect WCF across time. Theoretical and method-ological implications for the learning affordances of task repetition in the envi-ronment of writing are drawn.
dc.format	application/pdf
dc.format.extent	37
dc.identifier.eisbn	978-90-272-6058-1
dc.identifier.isbn	978-90-272-0775-3
dc.identifier.uri	http://hdl.handle.net/10201/170729
dc.language	eng
dc.publisher	John Benjamins Publishing Company
dc.relation	This study is part of a wider program of research on writing as a site for language learning financed by the Spanish Ministry of Economy and Competitiveness (Research Grant FFI2016-79763-P) and The Seneca Foundation (Agency of Science and Technology of the Autonomous Community of Murcia, Research Grants 19463/PI/14 and 20832/PI/18).
dc.relation.ispartof	Writing and language learning : advancing research agendas / edited by Rosa M. Manchón, Chapter 7, pp. 145-181
dc.relation.publisherversion	https://benjamins.com/catalog/lllt.56
dc.rights.accessRights	info:eu-repo/semantics/restrictedAccess
dc.subject.ods	No relacionado con ningún objetivo de desarrollo sostenible
dc.title	Effects of task repetition with the aid of direct and indirect written corrective feedback. A longitudinal study in an out-of-school context
dc.type	info:eu-repo/semantics/bookPart
dc.type.version	info:eu-repo/semantics/publishedVersion
dspace.entity.type	Publication	es
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