This research was supported in part by a Language Learning Doctoral Dissertation Grant and a Grant-in-Aid for Research Activity Start-up (21820002) from the Ministry of Education, Culture, Sports, Science, and Technology in Japan. An earlier version of this paper was presented at the 2010 annual conference of the American Association of Applied Linguistics. This article is based on part of the author's doctoral dissertation, which was completed at the Ontario Institute for Studies in Education of the University of Toronto. I am thankful to Merrill Swain, Nina Spada, Alister Cumming, Sharon Lapkin, and Charlene Polio for their continuous support and encouragement during my doctoral study. I also would like to thank the editor, Lourdes Ortega, and the anonymous reviewers of Language Learning for their invaluable comments on earlier versions of this article. My thanks also go to Kyoko Baba, Linda Borer, Manami Suzuki, Adrian Leis, Micheal McManus, and Paul Quinn for commenting on this article. Of course, I alone am responsible for any remaining errors. Finally, my sincere thanks go to the students and teachers for their participation in this study.
Written Languaging, Direct Correction, and Second Language Writing Revision
Article first published online: 3 AUG 2012
© 2012 Language Learning Research Club, University of Michigan
Volume 62, Issue 4, pages 1110–1133, December 2012
How to Cite
Suzuki, W. (2012), Written Languaging, Direct Correction, and Second Language Writing Revision. Language Learning, 62: 1110–1133. doi: 10.1111/j.1467-9922.2012.00720.x
- Issue published online: 16 NOV 2012
- Article first published online: 3 AUG 2012
- Revised version accepted 16 April 2011
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