The Effect of Directive and Non-Directive Written Text Feedback OnStudents' Texts Provided by Writing Tutors
Giving constructive and supportive text feedback that has an immediate positive effect on students’ writing skills is a challenging task for writing instructors tutors. Although it is an essential part of the writing process, researchers have largely ignored the effect of written text feedback on editing behaviour so far. The relationships between directive and non-directive text feedback types as well as high level and low level error types have also been neglected, particularly in the feedback practices of professional writing tutors. Thus, the aim of this pilot study was to examine how error and feedback type influence the revision process of undergraduate writers. The study set-up and the results were presented in a short talk. There was also room for discussing this issue in the context of writing instruction and tutoring.
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