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| Campo DC | Valor | Lengua/Idioma |
|---|---|---|
| dc.contributor.author | Manchón, Rosa María | - |
| dc.contributor.author | Nicolás-Conesa, Florentina | - |
| dc.contributor.author | Cerezo, Lourdes | - |
| dc.contributor.author | Criado, Raquel | - |
| dc.contributor.other | Facultades, Departamentos, Servicios y Escuelas::Departamentos de la UMU::Filología Inglesa | es |
| dc.date.accessioned | 2024-01-22T09:15:12Z | - |
| dc.date.available | 2024-01-22T09:15:12Z | - |
| dc.date.issued | 2020 | - |
| dc.identifier.citation | Manchón, R., Nicolás-Conesa, F., Cerezo, L. & Criado, R. (2020). L2 writers’ processing of written corrective feedback: Depth of processing via written languaging. In W. Suzuki & N. Storch (Eds.), Languaging in language learning and teaching. A collection of empirical studies (pp. 241–265). John Benjamins. | es |
| dc.identifier.isbn | 9789027260840 | - |
| dc.identifier.issn | 9789027207432 | - |
| dc.identifier.uri | http://hdl.handle.net/10201/137484 | - |
| dc.description.abstract | In this study we investigated (i) whether levels of depth of processing (DoP) are mediated by writing conditions (individual vs. collaborative writing), and (ii) the relationship between DoP and accuracy measures in the texts produced before and after processing feedback. Participants (118 intermediate EFL learners) were invited to complete a picture-based problem-solving task in either individual or collaborative writing conditions, in both cases with and without the availability of feedback. Findings show that access to feedback (rather than writing conditions) was the key variable that mediated both DoP and improvements in global accuracy. We discuss these findings from various perspectives, including methodological considerations for future languaging research. | es |
| dc.format | application/pdf | es |
| dc.format.extent | 27 | es |
| dc.language | eng | es |
| dc.publisher | John Benjamins | es |
| dc.relation | This chapter is supported by the following grants: I+D+i Grant FFI2016-79763-P, funded by the Spanish Ministry of Economy and Competitiveness (“The language learning potential of L2 writing. Attentional processes, individual differences and linguistic development”/“El potencial de aprendizaje de la escritura en L2. Procesos atencionales, diferencias individuales y desarrollo lingüístico”). Convocatoria 2016 - Proyectos I+D - Programa estatal de fomento de la investigación científica y técnica de excelencia. Subprograma estatal de generación de conocimiento. 20832/PI/18 Grant, funded by Fundación Séneca de la Región de Murcia, Spain (“Writing and L2 learning in pen-and-paper and computer-mediated environments”/“Aprendizaje lingüístico en L2 a través de la escritura en entornos tradicionales y virtuales”). Convocatoria de “Ayudas a la realización de proyectos para el desarrollo de investigación científica y técnica por grupos competitivos 2018”. | es |
| dc.relation.ispartof | Languaging in language learning and teaching. A collection of empirical studies | es |
| dc.rights | info:eu-repo/semantics/embargoedAccess | es |
| dc.subject | L2 writing | es |
| dc.subject | Collaborative writing | es |
| dc.subject | Depth of processing | es |
| dc.subject | Error correction | es |
| dc.subject | Written languaging | es |
| dc.subject | Written corrective feedback | es |
| dc.subject.other | CDU::8- Lingüística y literatura::81 - Lingüística y lenguas | es |
| dc.title | L2 writers’ processing of written corrective feedback. Depth of processing via written languaging | es |
| dc.type | info:eu-repo/semantics/bookPart | es |
| dc.identifier.doi | https://doi.org/10.1075/lllt.55.11man | - |
| Aparece en las colecciones: | Libros o capítulos de libro: Filología Inglesa | |
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| Fichero | Descripción | Tamaño | Formato | |
|---|---|---|---|---|
| MANCHON-NICOLAS-CEREZO-CRIADO_L2 writers processing of written corrective feedback_2020.pdf | 902,15 kB | Adobe PDF |  Visualizar/Abrir Solicitar una copia |
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