Primary research
- 1971 Holley & King (oral)
- 1976 Cohen & Robbins
- 1977 Chaudron (oral)
- 1977 Plann (oral)
- 1979 Ramirez & Stromquist (oral)
- 1981 Felix (oral)
- 1981 Hendrickson
- 1981 Herron (oral)
- 1982 Lalande
- 1983 Lightbown - Acquiring English L2 in Quebec classrooms (oral)
- 1984 Ellis (oral)
- 1984 Semke
- 1986 Robb, Ross, & Shortreed - Salience of feedback on error and its effect on EFL writing quality
- 1987 Frantzen & Rissel
- 1988 Herron & Tomasello (oral)
- 1988 Tomasello & Herron (oral)
- 1989 Tomasello & Herron (oral)
- 1990 Fathman & Whalley
- 1991 Kepner
- @1992sheppard_feedback
- Dvorak
- Steinbach et al.
- 1981 Cardelle & Corno
- 1992 Carroll, Swain, & Roberge
I want to compare them on:
- condition groups present
- number of observations
- condition blindness
- inter-rater reliability issues
- L1 or L2
- target language
- time between pre- and post- assessment
- starting proficiency of the students
- did they conclude for or against error correction?
- oral or writing?
- did it measure their impromptu writing/speaking ability?
Then go back to @truscott1996 and build statements summarizing his evaluation of each study and my own critique.
Reviews of research
- @1996truscott_case
- 1981 Knoblauch & Brannon - Teacher commentary on student writing
- 1986 Hillocks
- 1984 Krashen
- 1990 Leki - Coaching from the margins
- 1978 Hendrickson
- 1992 Krashen
- 1986 VanPatten - The ACTFL proficiency guidelines
- 1986 VanPatten - Second language acquisition research and the learning-teaching of Spanish
- 1993 Carroll & Swain
- 1988 VanPatten
Misc
- 1991 Bartram & Walton
- 1978 Hendrickson
- 1980 Hendrickson
- 1979 Higgs
- 1990 Hyland
- 1983 Raimes
- 1979 Higgs (cited by @truscott1996 as non-evidence)
- 1981 Gaudiani (cited by @truscott1996 as non-evidence)
- 1977 Kulhavy (cited by @truscott1996 as irrelevant to SLA)