{"id":{"repo_id":"purdue-thes","oai_identifier":"oai:docs.lib.purdue.edu:open_access_dissertations-2634"},"canonical_url":"https://search.dev.ndltd.org/etd/purdue-thes/oai:docs.lib.purdue.edu:open_access_dissertations-2634","repository":{"repo_id":"purdue-thes","name":"Purdue University","base_url":"https://docs.lib.purdue.edu/do/oai/"},"display":{"title":"EFFECTS OF COLLABORATION AND ISOMORPHIC MODELS ON TRANSFER: AN L2 WRITING INVESTIGATION","abstract":"How can feedback become a productive resource for students? Much of the research investigating the role of feedback in second language (L2) writing has set out to find an answer to this question. Based on the principle that feedback is given to students as a means of providing useful information to improve their writing (Bitchener, 2008, 2009; Hanaoka & Izumi, 2012), the discussion on feedback includes the idea that learners will transfer knowledge from feedback to improve subsequent writing (Hyland, 1998; Storch & Wigglesworth, 2010). When learners apply feedback to their subsequent writing, they are using collected knowledge, which is the essence of learning transfer (Schwartz, Bransford, & Sears, 2005). Unfortunately, no method of writing feedback has been deemed the frontrunner for improving learner texts (Ferris & Roberts, 2001; Hyland & Hyland, 2006; Storch & Wigglesworth, 2010) or for helping learners transfer writing knowledge across writing situations (James, 2006a,b, 2008, 2009, 2010). While this outlook may seem bleak for writing instructors, recent research provides evidence for presenting learners with expert models as a fruitful way of offering feedback.","abstract_html":"How can feedback become a productive resource for students? Much of the research investigating the role of feedback in second language (L2) writing has set out to find an answer to this question. Based on the principle that feedback is given to students as a means of providing useful information to improve their writing (Bitchener, 2008, 2009; Hanaoka & Izumi, 2012), the discussion on feedback includes the idea that learners will transfer knowledge from feedback to improve subsequent writing (Hyland, 1998; Storch & Wigglesworth, 2010). When learners apply feedback to their subsequent writing, they are using collected knowledge, which is the essence of learning transfer (Schwartz, Bransford, & Sears, 2005). Unfortunately, no method of writing feedback has been deemed the frontrunner for improving learner texts (Ferris & Roberts, 2001; Hyland & Hyland, 2006; Storch & Wigglesworth, 2010) or for helping learners transfer writing knowledge across writing situations (James, 2006a,b, 2008, 2009, 2010). While this outlook may seem bleak for writing instructors, recent research provides evidence for presenting learners with expert models as a fruitful way of offering feedback.","abstract_has_math":false,"creators":["Koyama, Dennis Mitchell"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"English","degree_department":null,"school":null,"contributors":["Tony Silva","Margie Berns","David A Sears","Shelley Staples"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-01-01T08:00:00Z","date_published":"2015-01-01T08:00:00Z","updated_at":"2026-07-24T03:54:44Z","subjects":["Collaborative Learning","Demonstrability","Second Language Writing","Truth-wins"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://docs.lib.purdue.edu/open_access_dissertations/1418","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Tony Silva","Margie Berns","David A Sears","Shelley Staples"]},{"key":"dc:creator","label":"Author","values":["Koyama, Dennis Mitchell"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["English"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Collaborative Learning","Demonstrability","Second Language Writing","Truth-wins"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://docs.lib.purdue.edu/open_access_dissertations/1418"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["How can feedback become a productive resource for students? Much of the research investigating the role of feedback in second language (L2) writing has set out to find an answer to this question. Based on the principle that feedback is given to students as a means of providing useful information to improve their writing (Bitchener, 2008, 2009; Hanaoka & Izumi, 2012), the discussion on feedback includes the idea that learners will transfer knowledge from feedback to improve subsequent writing (Hyland, 1998; Storch & Wigglesworth, 2010). When learners apply feedback to their subsequent writing, they are using collected knowledge, which is the essence of learning transfer (Schwartz, Bransford, & Sears, 2005). Unfortunately, no method of writing feedback has been deemed the frontrunner for improving learner texts (Ferris & Roberts, 2001; Hyland & Hyland, 2006; Storch & Wigglesworth, 2010) or for helping learners transfer writing knowledge across writing situations (James, 2006a,b, 2008, 2009, 2010). While this outlook may seem bleak for writing instructors, recent research provides evidence for presenting learners with expert models as a fruitful way of offering feedback."]},{"key":"dc:title","label":"Title","values":["EFFECTS OF COLLABORATION AND ISOMORPHIC MODELS ON TRANSFER: AN L2 WRITING INVESTIGATION"]}]}],"canonical_facts":{"dc:contributor":["Tony Silva","Margie Berns","David A Sears","Shelley Staples"],"dc:creator":["Koyama, Dennis Mitchell"],"dc:description.abstract":["How can feedback become a productive resource for students? Much of the research investigating the role of feedback in second language (L2) writing has set out to find an answer to this question. Based on the principle that feedback is given to students as a means of providing useful information to improve their writing (Bitchener, 2008, 2009; Hanaoka & Izumi, 2012), the discussion on feedback includes the idea that learners will transfer knowledge from feedback to improve subsequent writing (Hyland, 1998; Storch & Wigglesworth, 2010). When learners apply feedback to their subsequent writing, they are using collected knowledge, which is the essence of learning transfer (Schwartz, Bransford, & Sears, 2005). Unfortunately, no method of writing feedback has been deemed the frontrunner for improving learner texts (Ferris & Roberts, 2001; Hyland & Hyland, 2006; Storch & Wigglesworth, 2010) or for helping learners transfer writing knowledge across writing situations (James, 2006a,b, 2008, 2009, 2010). While this outlook may seem bleak for writing instructors, recent research provides evidence for presenting learners with expert models as a fruitful way of offering feedback."],"dc:identifier":["https://docs.lib.purdue.edu/open_access_dissertations/1418"],"dc:subject":["Collaborative Learning","Demonstrability","Second Language Writing","Truth-wins"],"dc:title":["EFFECTS OF COLLABORATION AND ISOMORPHIC MODELS ON TRANSFER: AN L2 WRITING INVESTIGATION"],"thesis:degree_discipline":["English"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T03:54:44Z"}