The Integrative Effect of Direct Corrective Feedback and Metalinguistic Explanation on Learners' Accuracy in using English Articles
The Integrative Effect of Direct Corrective Feedback and Metalinguistic Explanation on Learners' Accuracy in using English Articles

Golia Mohammadi; Nasim Ghanbari; Abbas Abbasi

Volume 8, Issue 4 , November 2019, , Pages 489-510

https://doi.org/10.22108/are.2019.115702.1432

Abstract
  The present study was conducted to further improve the practice of written corrective feedback by integrating the two known feedback types (i.e. direct corrective feedback and metalinguistic ...  Read More
Operationalization of Formative Assessment in Writing: An Intuitive ‎Approach to the Development of an Instrument
Operationalization of Formative Assessment in Writing: An Intuitive ‎Approach to the Development of an Instrument

Elaheh Tavakoli; Seyed Mohammad Reza Amirian; Tony Burner; Mohammad Davoudi; Saeed Ghaniabadi

Volume 7, Issue 3 , July 2018, , Pages 319-344

https://doi.org/10.22108/are.2018.112373.1340

Abstract
  The current study aimed to develop a Formative Assessment of Writing (FAoW) instrument through operationalizing Black and Wiliam’s (2009) Formative Assessment (FA) and Hattie ...  Read More
Novice Iranian EFL Writers’ Reactions to Collective Peer Scaffolding Incorporation into their Paragraph Writing Course
Novice Iranian EFL Writers’ Reactions to Collective Peer Scaffolding Incorporation into their Paragraph Writing Course

Alireza Memari Hanjani

Volume 7, Issue 2 , April 2018, , Pages 273-292

https://doi.org/10.22108/are.2019.112997.1363

Abstract
  Research has provided conflicting findings regarding the benefits of paired and small-group peer scaffolding in EFL writing context. The present case study incorporated collective peer ...  Read More