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Rozprawy doktorskie na temat „Writing accuracy”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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1

Hartshorn, K. James. "The Effects of Manageable Corrective Feedback on ESL Writing Accuracy." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1522.

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The purpose of this study was to test the effect of one approach to writing pedagogy on second-language (L2) writing accuracy. This study used two groups of L2 writers who were learning English as a second language: a control group (n = 19) who were taught with traditional process writing methods and a treatment group (n = 28) who were taught with an innovative approach to L2 writing pedagogy. The methodology for the treatment group was designed to improve L2 writing accuracy by raising the linguistic awareness of the learners through error correction. Central to the instructional methodology

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Gonulal, Talip. "A Correlational Study of the Relationships Between Syntactical Accuracy, Lexical Accuracy and the Quality of Turkish EFL Student Writing." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337810713.

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Choi, Wai Fong Claudia. "The effectiveness of teacher feedback in improving accuracy in ESL student writing." HKBU Institutional Repository, 2006. http://repository.hkbu.edu.hk/etd_ra/731.

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Company, Maria Teresa. "Dynamic Written Corrective Feedback and Linguistic Accuracy of University Learners of Spanish." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6273.

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This study evaluated the efficacy of Dynamic Written Corrective Feedback (DWCF) on advanced students' writing accuracy of Spanish. This method focuses on manageable, meaningful, timely and constant feedback. Previously, DWCF was studied in the context of English as a second language. The current study investigated the efficacy of DWCF in the context of students who were enrolled in an advanced Spanish grammar class at the university level. A comparative study was conducted measuring students' writing accuracy who received the DWCF against students' writing accuracy who did not receive this fee

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5

Chatranonth, Phnita. "Impact of teacher feedback on students'grammatical writing accuracy : A case study in Thailand." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.528037.

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Rosmawati. "Dynamic Development and Interactions of Complexity, Accuracy, and Fluency in ESL Academic Writing." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15901.

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This thesis investigates the development of complexity, accuracy and fluency (CAF) traits and their interaction in second language (L2) academic writing. It is a multiple-case study on the academic writing of four advanced learners of English over one academic year during which they were enrolled in a postgraduate course in an Australian higher educational institution. The aim is to discern L2 development in the written modality as manifested in L2 academic writing. Adopting the Dynamic Systems Theory (DST), it regards language acquisition/development as a dynamic process and advocates that va

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Barnhart, Francis Julie L. "The Impact Of One-on-One Tutoring On First-Fourth Grade Students' Word Writing Abilities For Complexity, Accuracy, and Fluency." Ohio University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1164127774.

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Rau, Alexander, and Caroline Johansson. "Using Corrective Feedback to Improve Grammatical Accuracy in Student Writing in the EFL Classroom." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39223.

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With the rise of English as the go-to language in the world, it has also become an important subject in the Swedish education system, aimed at preparing students for the English requirements expected of them in higher education and business. However, communication and content have become the main focus in the classroom, with grammar and accuracy being judged as variably important from teacher to teacher. This has led to students feeling confident in speaking, but lacking the skills needed to create accurate and coherent texts, the effects of which are detrimental to their credibility and can h

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Lee, Soon Yeun. "The Efficacy of Dynamic Written Corrective Feedback on Intermediate-high ESL Learners' Writing Accuracy." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/2304.

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This study investigated the efficacy of dynamic written corrective feedback (DWCF) on intermediate-high students' writing accuracy when compared to a traditional grammar instruction approach. DWCF is an innovative written corrective feedback method that requires a multifaceted process and interaction between the teacher and the students in order to help the students improve their writing accuracy. The central principle of DWCF is that feedback should be manageable, meaningful, timely, and constant. The research question was raised based on the positive effects of DWCF found in advanced-low and

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Mitchell, Rebekkah J. "Effects of Fourth- and Second-Grade Cross-Age Tutoring on Spelling Accuracy and Writing Fluency." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3513.

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A quasi-experimental study determined the effects on students' spelling accuracy when cross-age tutors focused on fixing spelling in writing with their tutees. Fourth-grade tutors, both trained and untrained, helped second-grade tutees fix spelling mistakes in their writing using two strategies: visual memory and word parts. A control group of second and fourth graders were instructed to independently use these two strategies to fix mistakes in their writing. Second graders overall had significant gain scores on measures of spelling accuracy and writing fluency. Regression analyses showed that

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Ekanayaka, Waruni Iresha. "Efficacy of teachers’ semi-focused written corrective feedback on learners’ linguistic accuracy and writing fluency." Thesis, Curtin University, 2022. http://hdl.handle.net/20.500.11937/88741.

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This thesis presents a quasi-experimental study carried out to examine the effect of teachers’ semi-focused written corrective feedback (WCF) on a group of intermediate-level learners’ linguistic accuracy and writing fluency over a period of 10 weeks. It also explores the learners’ perceptions towards feedback. This study showed that multiple provisions of WCF led to accuracy improvements in finite verb constructions.

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Diaz, Felix. "Using Speech Recognition Software to Improve Writing Skills." NSUWorks, 2014. http://nsuworks.nova.edu/gscis_etd/133.

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Orthopedically impaired (OI) students face a formidable challenge during the writing process due to their limited or non-existing ability to use their hands to hold a pen or pencil or even to press the keys on a keyboard. While they may have a clear mental picture of what they want to write, the biggest hurdle comes well before having to tackle the basic elements of writing such as grammar, punctuation, syntax, order, coherence, and unity of thought among others. There are many examples of assistive technology that has been deployed to facilitate writing for these students such as: word proces

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Hart, Judson Mc Kay. "Comparing the Effects of Two Forms of Dynamic Corrective Feedback On Four Characteristics of English Language Learner Writing." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2785.

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Particular English language learners have a need to demonstrate high levels of accuracy in their written and spoken language production. Dynamic corrective feedback (dynamic CF) has been shown to facilitate L2 learner written accuracy attainment through providing manageable, meaningful, timely and constant feedback on authentic and frequent written language production. The research of this thesis examined the benefits of altering the dynamic CF model to be responsive to students' spoken production rather than solely their written production and measured the impact this adaptation would have on

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Yu, Hoi-lun Helen, and 余凱倫. "A study on fluency, complexity and accuracy in the writing of Mainlandstudents of a Hong Kong university." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41290975.

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Mogilevski, Eugene 1974. "Structured monitoring of second order errors : focus on writing accuracy of 2nd year advanced level students of French." Monash University, French Studies, 2002. http://arrow.monash.edu.au/hdl/1959.1/8652.

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Yu, Hoi-lun Helen. "A study on fluency, complexity and accuracy in the writing of Mainland students of a Hong Kong university." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41290975.

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Herold, Marina. "The use of word prediction as a tool to accelerate the typing speed and increase the spelling accuracy of primary school children with spelling difficulties." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09232004-105149.

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Mowrer, Cathy S. "Self-assessment and gender considerations in utilizing the CAFÉ (complexity, accuracy, fluency, evaluation) to assess student word writing abilities /." View abstract, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220614.

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Chow, Oi-man Betsy, and 周靄雯. "A study of the effectiveness of code-marking in enhancing grammatical accuracy in secondary ESL writing in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945028.

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Yuen, Ho-yan Teresa, and 袁可欣. "Effects of inductive and deductive teaching on grammar accuracy in writing in the Diploma English program in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B4439214X.

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Pongsiriwet, Charuporn. "Relationships among grammatical accuracy, discourse features, and the quality of second language writing the case of Thai EFL learners /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2024.

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Thesis (Ed. D.)--West Virginia University, 2001.<br>Title from document title page. Document formatted into pages; contains vii, 114 p. Includes abstract. Includes bibliographical references (p. 97-105).

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Chow, Oi-man Betsy. "A study of the effectiveness of code-marking in enhancing grammatical accuracy in secondary ESL writing in Hong Kong." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161811.

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Mezei, Peter John. "The Effects of Word Prediction on Writing Fluency for Students with Physical Disabilities." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/epse_diss/64.

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Writing is a multifaceted, complex task that involves interaction between physical and cognitive skills. Individuals with physical disabilities vary in terms of both their physical and cognitive abilities. Often they must overcome one or more significant barriers in order to engage in the task of writing. Minimizing or eliminating barriers is important because opportunities are greater for individuals who can effectively communicate their ideas via writing. Assistive technology (AT) is an increasingly effective solution to increase typing fluency. The purpose of this study is to examine if wor

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Barnhart, Francis Julie. "The impact of one-on-one tutoring on first-fourth grade students' word writing abilities for complexity, accuracy, and fluency." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1164127774.

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Hasting, Anne M. "Accuracy of Automated Analysis of Language Samples from Persons with Deafness or Hearing Impairment." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1334.

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Developmental Sentence Scoring (DSS) and the Language Assessment, Remediation, and Screening Procedure (LARSP) are among the more common analyses for syntax and morphology, and automated versions of these analyses have been shown to be effective. This study measured the accuracy of automated DSS and LARSP on the written English output of six prelingually deaf young adults, ranging in age from 18 to 32 years. The samples were analyzed using the DSS and LARSP programs on Computerized Profiling; manual analysis was then performed on the samples. Point-by-point accuracy for DSS and for each level

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Panos, Kristin Monroe. "Effects of intervention on handwriting accuracy and speed for elementary students with autism spectrum disorder." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6827.

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Elementary students who demonstrate accuracy and speed in handwriting are better equipped to generate higher quality, longer composition. Unfortunately, students with autism spectrum disorder (ASD) tend to encounter significant difficulties with legibility, size, and speed of handwriting. The present study used a single-subject, multiple-baseline design across participants to examine the effects of CASL (Center for Advancing Student Learning) Handwriting intervention on handwriting accuracy and speed for three early elementary students with ASD. The dependent variable was correct letter points

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Ko, Bo-Ai, and n/a. "The effective error-correction/feedback in ESL children's written work in terms of fluency and accuracy : a case study with two Korean ESL children." University of Canberra. Teacher Education, 1999. http://erl.canberra.edu.au./public/adt-AUC20060814.143501.

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This case study was explored to determine effective error-correction/feedback methods for two ESL Korean children's writing (recounting task) in terms of accuracy, fluency and attitudes. Three different error-correction methods - written comments focusing on meaning by researcher (Case1), direct and global error-correction focusing on form by researcher (Case2) and self-directed error-correction using check lists by subjects (Case 3) - were applied over a period of 7 months. Thirty pieces of recount writing per subject were collected (10 pieces per case) and analysed by structured criteria of

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Eddington, Brooke Elizabeth. "A Modified Approach to the Implementation of Dynamic Written Corrective Feedback." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4389.

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Grammatical accuracy in second language (L2) writing is one of the key issues that English as a Second Language (ESL) learners struggle with, both in intensive English language programs and continuing after their university matriculation. Numerous instructional methodologies exist that center around the concept of error correction—how can or should ESL instructors correct grammatical errors in L2 students' writing to best facilitate improvements in written linguistic accuracy? Error correction in L2 writing has been a controversial issue for over a decade (e.g., Ferris, 1999; Truscott, 1996),

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Henriques, Flávia Guimarães. "Consciência fonológica: dimensionalidade e precisão de classificação do risco/não risco de dificuldade de leitura e de escrita." Universidade Federal de Juiz de Fora, 2016. https://repositorio.ufjf.br/jspui/handle/ufjf/1146.

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Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-12T17:18:39Z No. of bitstreams: 1 flaviaguimaraeshenriques.pdf: 667239 bytes, checksum: 5b93224cd56ee8b6710aabff2fcc94a4 (MD5)<br>Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T03:31:32Z (GMT) No. of bitstreams: 1 flaviaguimaraeshenriques.pdf: 667239 bytes, checksum: 5b93224cd56ee8b6710aabff2fcc94a4 (MD5)<br>Made available in DSpace on 2016-04-24T03:31:32Z (GMT). No. of bitstreams: 1 flaviaguimaraeshenriques.pdf: 667239 bytes, checksum: 5b93224cd56ee8b6710aabff2fcc94a4 (MD5) Pr

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Hartshorn, K. James. "The effects of manageable corrective feedback on ESL writting accuracy /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2575.pdf.

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Cline, Tammy Lynn. "Effects of Training Accurate Component Strokes Using Response Constraint and Self-evaluation on Whole Letter Writing." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5472/.

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This study analyzed the effects of a training package containing response constraint, self-evaluation, reinforcement, and a fading procedure on written letter components and whole letter writing in four elementary school participants. The effect on accuracy of written components was evaluated using a multiple-baseline-across components and a continuous probe design of components, as well as pre-test, baseline, and post-test measures. The results of this study show that response constraint and self-evaluation quickly improved students' performance in writing components. Fading of the interventi

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Nusrat, Aasia. "The effectiveness of focused feedback on the accuracy of certain L2 linguisstic forms in the english writings of postgraduate ESL learners in Pakistan." Nantes, 2014. http://www.theses.fr/2014NANT3035.

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La présente étude questionne l'efficacité à long terme des rétroactions sur la précision de certaines formes linguistiques de L2. La méthodologie utilisée pour l'analyse des données est quantitative. 100 étudiants en anglais de l'enseignement supérieur ont participé à l'étude. Ces étudiants suivent un cours d'anglais académique dans une des universités du Pakistan. Les participants sont divisés en deux groupes, Lettres et Sciences. Trois exercices écrits, comprenant des séries d'images, sont utilisés comme outils. Un pré-test, un post-test immédiat et un post-test différé sont administrés, res

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Song, Minyung. "A correlational study of the holistic measure with the index measure of accuracy and complexity in international english-as-a-second-language (ESL) student writings /." Full text available from ProQuest UM Digital Dissertations, 2006. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1257779071&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1193674013&clientId=22256.

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Gené, Gil Maria. "Efecto del AICLE sobre la producción escrita en estudiantes de secundaria de inglés como lengua extranjera." Doctoral thesis, Universitat de les Illes Balears, 2016. http://hdl.handle.net/10803/399409.

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Aquesta tesi doctoral investiga l’efecte de l’aprenentatge integrat de continguts i llengua estrangera (AICLE) sobre la producció escrita en anglès com a llengua estrangera d’estudiants de secundària, un camp de l’adquisició de segones llengües poc investigat. Comptem amb un total de 71 participants adolescents, escolaritzats a les Illes Balears, que es divideixen en dos grups centrals comparables d’estudiantes d’anglès com a llengua estrangera (N=30 cadascun): el grup experimental i el grup de comparació. El grup experimental participa al programa de Seccions Europees, a través del qual rep u

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Cheng, Shu-Fen, and 鄭淑芬. "How Journal Writing Affects the EFL Elementary School Students’ Writing Fluency and Grammatical Accuracy." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/22092288302469101422.

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碩士<br>國立雲林科技大學<br>應用外語系<br>103<br>Journal writing has widely been used by ESL / EFL teachers and been confirmed as a strong treatment for ESL/EFL students’ writing proficiency. The integration of journal writing into teaching might serve as many purposes and both ESL/EFL teachers and students might obtain a great number of benefits from the implementation of journal writing. This study was designed to examine to prove that journal writing could either improve English writing fluency or increase English accuracy effectively by integrating free journal writing and topic-assigned writing. Sixty f

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Yang, Weiwei. "Mapping the Relationships among the Cognitive Complexity of Independent Writing Tasks, L2 Writing Quality, and Complexity, Accuracy and Fluency of L2 Writing." 2014. http://scholarworks.gsu.edu/alesl_diss/29.

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Drawing upon the writing literature and the task-based language teaching literature, the study examined two cognitive complexity dimensions of L2 writing tasks: rhetorical task varying in reasoning demand and topic familiarity varying in the amount of direct knowledge of topics. Four rhetorical tasks were studied: narrative, expository, expo-argumentative, and argumentative tasks. Three topic familiarity tasks were investigated: personal-familiar, impersonal-familiar, and impersonal-less familiar tasks. Specifically, the study looked into the effects of these two cognitive complexity dimension

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Chan, Chin-Ping, and 詹金坪. "Improving Overlay Accuracy Performance of Electron-Beam 2nd Writing for Advanced Photomasks." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/wh4dp9.

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碩士<br>國立臺北科技大學<br>材料及資源工程系研究所<br>98<br>Development of 45 nm node reticles has been completed at most mask shops. The development of next generation 32 nm node and beyond reticles is currently underway. Electron-beam multi-writing can provide higher precision alignment than traditional laser tool. In many advanced mask manufacturing processes, double or multi-writing process using electron beam is often required. This means that the overlay accuracy of masks becomes very crucial. The mask overlay accuracy impacts both the lithographic performance and mask manufacturability. The high-resolution

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LIN, MENG-CHUN, and 林孟軍. "The Effect of Journal Writing and Feedback on EFL College Students' Fluency and Accuracy." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/16591771124157655488.

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碩士<br>國立雲林科技大學<br>應用外語系<br>104<br>The purpose of this study was to investigate the effects of corrective feedback on EFL college students’ writing performance on writing fluency and writing accuracy in a journal writing program. Fifty-six college freshmen participated in this study. They were equally assigned into the experimental group (n=28), which received corrective feedback and the control group (n=28), which received no feedback. Both groups participated in fifteen weeks of journal writing program. Every journal entry contained four parts: Word Watcher (writing down newly acquired wo

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Schonagen, Mary Elizabeth. "Peer versus self corrections and the pursuit of grammatical accuracy in FL writing student perceptions and realities /." 2008. http://etd.utk.edu/August2008MastersTheses/SchonagenMaryElizabeth.pdf.

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柯廷樺. "The Effects of Written Corrective Feedback and Language Analytic Ability on Taiwanese High School Students\' Writing Accuracy." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/cx42c9.

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碩士<br>國立彰化師範大學<br>英語學系<br>107<br>This study investigated the effects of two different types of written corrective feedback (WCF), direct correction (DC) and error code feedback (EC) and the relation between an individual difference－language analytic ability (LAA) and the effectiveness of WCF on Taiwanese high school students’ writing accuracy in revision and new writing. Three classes of 64 students from a senior high school in Northern Taiwan participated in this study and were randomly assigned to DC group (n=23), an EC group (n=19) and a comparison group (n=22). The instruments included a L

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CHIU, HSIAO-CHI, and 邱曉淇. "A Study on College Students’ English Writing Accuracy and Their Perception in an Indirect Written Corrective Feedback Program." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/3evmv5.

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碩士<br>國立高雄師範大學<br>英語學系<br>105<br>The purposes of the present study are to investigate the effects of indirect written corrective feedback (WCF) on students’ English writing accuracy before and after the treatments. In addition, students’ perceptions regarding their attitudes and preferences after receiving two types of indirect WCF were explored. The participants in the present study involved 26 freshmen students from Tamkang University (TKU). During the 12-week writing practice, each student was required to complete six pieces of writings, which were a pre-test, two assignments, two revision

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Wu, Su-Fen, and 伍素芬. "A Study of Different Types of Corrective Feedback on Taiwanese Elementary Students’ Verb Form Accuracy in English Writing." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/03794027880159619313.

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碩士<br>國立臺北教育大學<br>兒童英語教育學系碩士班<br>104<br>While the provision of written corrective feedback (WCF) on adult learners with different English proficiency has been extensively investigated, the application of WCF on young EFL writers’ writing accuracy is relatively unexplored. This study aimed to investigate whether Direct and Indirect WCF lead to accuracy gain on six types of verb form errors: (1) simple past errors, (2) incorrect formation of to-infinitive, (3) incorrect formation of past continuous, (4) Subject-Verb agreement errors, (5) base verb errors and (6) incorrect verb past form. Bes

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Chen, Hsi-Kuang, and 陳璽光. "Time Factors on Writing Complexity, Accuracy, and Fluency: A Case Study of Taiwanese University-level EFL Student Writers." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/22418772939532167085.

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碩士<br>淡江大學<br>英文學系碩士班<br>104<br>Writing has been an important research issue in the domain of English as a Second/Foreign Language (ESL/EFL). Many investigations have been deployed to survey the latent factors that could affect ESL/EFL learners’ writing performance. Amongst them, time has been identified as one of the major causes, which may activate the Limited Attentional Capacity Model (LACM)—a framework considered to be potent over the memory processing system—and could result in possible turbulence in the interactive relationship between writing complexity, accuracy, and fluency (CAF). St

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Herold, M. P. (Marina Patricia). "The use of word prediction as a tool to accelerate the typing speed and increase the spelling accuracy of primary school children with spelling difficulties." Diss., 2004. http://hdl.handle.net/2263/28139.

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Word prediction has been offered as support for children with spelling difficulties. The literature however has shown wide-ranging results, as the use of word prediction is at the cost of time and fatigue due to increased visual-cognitive demands. Spelling support with word prediction is through word completion, keystroke reduction and the interactive process between spelling and reading. The research project was a cross-over within-subject design using 80 Grade 4 – 6 children with spelling difficulties in a school for special needs. The research task took the form of entering 30 words through

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Samaranayake, Sarath Withanarachchi. "Academic writing issues of foundation level students : the effectiveness of context-specific teaching materials using a process genre approach to writing." Thesis, 2017. http://hdl.handle.net/10500/22795.

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This study investigates the effectiveness of context-specific teaching materials delivered through an adapted process genre model of writing, in enhancing academic writing proficiency of tertiary level English foreign language (EFL) students. The study was conducted at a College of Technology in Oman and was motivated by the low EFL writing level of tertiary students at the college. The study employed a quasi-experimental design in which two main groups (experimental and control) were included. The experimental group received EFL writing instruction for one semester via the especially develope

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Karim, Khaled Mahmud Rezaul. "The effects of direct and indirect written corrective feedback (CF) on English-as-a-second-language (ESL) students’ revision accuracy and writing skills." Thesis, 2013. http://hdl.handle.net/1828/5157.

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Since the publication of Truscott’s paper in 1996 arguing against the effectiveness of grammar correction in second language (L2) writing, there has been an ongoing debate regarding the effectiveness of written corrective feedback (WCF) in the field of second language acquisition (SLA). This debate has continued due to conflicting research results from research examining short-term effects of WCF and scarcity of research investigating its long-term effects (Ferris, 2004, 2006). Using a mixed-method research design, this study investigated the effects of direct and indirect WCF on students’ rev

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(6634193), Gemini Fox. "Development of Written Complexity and Accuracy in an Intermediate to Advanced German L2 Setting Using Weighted Clause Ratio." Thesis, 2019.

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The primary focus of this study is to determine how clausal complexity and accuracy develop over the course of three academic years of intermediate to advanced-level German. This study aims to shed light on issues related to learner development of writing during advanced stages of language acquisition, particularly after conducting a study abroad. The main goal of this study will be to track the writing complexity and accuracy of multiple students longitudinally. This paper will identify Weighted Clause Ratio (Foster & Wigglesworth, 2016), as well as address Skills Acquisition Theory (DeKey

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