References

 

 

• Cohen, A.D. (1987). Student processing of feedback on their compositions. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp. 55-69). New York: Prentice Hall.
• Kepner, C. G. (1991). An experiment in the relationship of types of written feedback to the development of second language writing skills. Modern Language Journal, 75, 305-313.
• Krashen, Stephen. (2004a). Applying the Comprehension Hypothesis: Some Suggestions. Retrieved August 5, 2004 from Stephen D. Krashen website: http://www.sdkrashen.com/articles/eta_paper/index.html
• Krashen, Stephen. (2004b). Why support a delayed gratification approach to language education? The Language Teacher, 28:7, 3-7.
• Loewen, S. (1998). Grammar correction in ESL student writing: How effective is it? Retrieved August 3, 2004 from Temple University, Schuylkill website: http://www.temple.edu/gradmag/fall98/loewen
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• Semke, H.D. (1984). Effects of the red pen. Foreign Language Annuals, 17, 195-202.
• Sheppard, K. (1992). Two feedback types: Do they make a difference? RELC Journal, 23, 103-110.
• Truscott, John. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46:2, 327-369.
• Zamel, V. (1985). Responding to student writing. TESOL Quarterly, 19, 79-101.