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The present study aims to investigate the extent to which L2 learners' individual differences (field dependency and writing motivation) predict their retention of a teacher's written corrective feedback (CF) in the short and in the long run. Using Ellis's (2010) theoretical framework, the study examines the issue from cognitive and affective perspectives. Data was collected from 127 intermediate-level university students through written essays, a field-dependence/independence (FDI) questionnaire, and a writing motivation questionnaire, which were analyzed through t test, ANOVA, and multiple regression. The results reveal that there is a strong relationship between field independence (FI) style and the students' successful short-term and long-term retention of corrections in the subsequent writings. Writing motivation, however, influences the short-term retention of CF only.

University of Maryland Writing Center's website has a page on Cultural and Linguistic Awareness. Individual pages on Amharic, Arabic, Chinese, French, German, Hebrew, Japanese, Korean, Russian, and Spanish.

Joseph Hill University of California Davis From Praxis: "Being a philosophy minor and English major, I constantly look at interactions that take place between the different disciplines and ways in which life can be approached from a philosophical standpoint. Existentialism is a philosophy that piqued my interest with its reliance on the precedence of the individual and the consequentiality of man's choices."

Discusses research findings that writing center users procrastinate less on their writing, and that writing centers can be particularly helpful for student who have a high procrastination tendency.