To Alice:

In the article, the authors did not give much detail about post-intermediate learners. From my point of view, I think post-intermediate might be the second section program of the intermediate level.

To Eleanor:

The purpose of these writing tasks was to give participants opportunities to use the targeted linguistic forms, such as past simple tense. They had to describe what they did after a friend left, and wrote about it to his/her friend.

To Catherine:

I would conduct the writing linguistic error from students. Because it would more relate to students’ writing skill. I could easily know that what are the most frequently errors that the participants would make.

To Joanna:

This is a good point; the authors did not actually tell who corrected those mistakes. Therefore, I think the correction might be given by the teacher, but not the researcher.

To Clement:

According to the article, the authors indicated that word choice and missing words are idiosyncratic and so require learners to utilize acquired knowledge of the language to correct the error. Hence, the word choice and missing words are categorized into untreatable errors.

To Allen:

In my opinion, the different group design would definitely affect the findings. Otherwise, three groups of participants had various class time, the results might not be significant.

To Peter:

If I were researcher, I would design a questionnaire for the participants’ background information. Questions like if they have touring at home, or if he/she is going to a cram school, and how many hours a week and so on.

To Gary:

I personally agree that grammatical correction shouldn’t be abandoned. As a second language learner, I do not think we can acquire a second language without grammar. However, there are many elements would affect us to learn a second language, for example strategies what we use, how frequently we use the language, and what the purpose of learning a second language. Grammar is just one of the element we need to consider.

To Emily:

The 5-minute conference was given by one of the researcher. The researcher asked the student which corrections he or she did not understand or wanted further examples of. The researcher drew particular attention to errors that were made in different linguistic environments, not just on the targeted linguistic errors of the study.

To Sabina:

I will not say the writing feedback would definitely improve students writing, because not every student will fit in one kind of feedback strategy. Besides, we need to know what a student needs, not just one way to give them what we want them to know about.

To Livia:

I think the researchers conducted the writing tasks in this way was wanted to know if there was a significant interaction between time and writing performance. If they staged the task every two weeks, they would not know students’ improvement were influence by the frequency of the writing tasks, or they really know the usages of the targeted linguistics categories after receiving the feedback.

To Mindy:

I personally agree that grammatical correction shouldn’t be abandoned. As a second language learner, I do not think we can acquire a second language without grammar. However, there are many elements would affect us to learn a second language, for example strategies what we use, how frequently we use the language, and what the purpose of learning a second language. Grammar is just one of the element we need to consider.

To Eunice:

In the article, the authors did not give much detail about post-intermediate learners. From my point of view, I think post-intermediate might be the second section program of the intermediate level.

To LuLu: