The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners' Acquisition of Articles

2007 ◽  
Vol 41 (2) ◽  
pp. 255-283 ◽  
Author(s):  
YOUNGHEE SHEEN
Keyword(s):  
Corrective Feedback ◽  
Language Aptitude ◽  
Written Corrective Feedback ◽  
Esl Learners

scholarly journals The Effects of Written Corrective Feedback Using Wikis among ESL Learners

2019 ◽  
Vol 25 (1) ◽  
pp. 55-68 ◽  
Author(s):  
Maryam Jazayeri Gharehbagh ◽  
Siti Hamin Stapa ◽  
Saadiyah Darus
Keyword(s):  
Corrective Feedback ◽  
Written Corrective Feedback ◽  
Esl Learners

A comparative study of the impact of focused vs. comprehensive corrective feedback and revision on ESL learners’ writing accuracy and quality

2019 ◽  
pp. 136216881987918 ◽  
Author(s):  
Mohammad Rahimi
Keyword(s):  
Corrective Feedback ◽  
The Other ◽  
Writing Quality ◽  
Research And Practice ◽  
Treatment Groups ◽  
Written Corrective Feedback ◽  
Writing Course ◽  
Theory Research ◽  
Esl Learners ◽  
The Impact

The impetus for the present study came from Ferris’ (2010) article discussing the gap between theory, research, and practice in written corrective feedback (WCF). To address this gap, the present study aimed at comparing the impact of focused vs. comprehensive WCF and revision on the improvement of written accuracy of learners of English as a second language (ESL), with a focus on their global linguistic errors (sentence and word); the study also examined how this improvement contributed to the students’ writing quality, defined in terms of clarity of expression and text comprehensibility. Data was collected from 78 intermediate French ESL learners randomly assigned to four different treatment groups: two groups received focused WCF and two groups comprehensive WCF; one of the focused and one of the comprehensive groups were required to revise their writing and the other two groups did no revision after WCF. A comparison was made between the error means of the four groups on three out of seven essays they wrote during a 15-week writing course: week one (T1), week eight (T2) and week 14 (T3). The results revealed that the focused groups were more successful than the comprehensive ones in reducing their words errors at T2; no significant effect was observed for revision. Also, the focused-revision group outperformed the other groups at both T2 and T3 in reducing their sentence errors. The comprehensive-revision, however, group was more successful than the other groups in improving their overall written accuracy. The results also showed that the focused-revision group made more improvement than the other three groups in their writing quality at T3.

The efficacy of dynamic written corrective feedback for university-matriculated ESL learners

System ◽  
2011 ◽  
Vol 39 (2) ◽  
pp. 229-239 ◽  
Author(s):  
Norman W. Evans ◽  
K. James Hartshorn ◽  
Diane Strong-Krause
Keyword(s):  
Corrective Feedback ◽  
Written Corrective Feedback ◽  
Esl Learners

scholarly journals THE EFFECT OF WRITTEN CORRECTIVE FEEDBACK STRATEGIES ON COLLOCATION ERRORS OF LOW-PERFORMING ESL LEARNERS

2020 ◽  
Vol 9 (2) ◽  
pp. 143
Author(s):  
Abang Fhaeizdhyall ◽  
Collin Jerome
Keyword(s):  
Repeated Measures ◽  
Corrective Feedback ◽  
Control Group ◽  
Grammatical Aspect ◽  
Written Corrective Feedback ◽  
Post Test ◽  
Quasi Experimental ◽  
Feedback Strategies ◽  
Esl Learners ◽  
Grammatical Structures

The studies on error correction have been laying their emphasis on grammatical structures of the language with lack of focus on non-grammatical aspect such as lexical collocation. Therefore, this study aims at investigating the effect of direct and indirect written corrective feedback on low-performing ESL learners. Ninety-two students of a public university involved in the study. Three intact groups that have equal proficiency were identified at the beginning of the university’s academic term. A quasi-experimental design was employed with two experimental groups receiving indirect WCF and direct WCF separately, and a control group deprived of any treatment. The groups were measured in three different time points with pre-test before the intervention, immediate post-test after the intervention, and delayed post-test to measure retention effect. One-way ANOVA and repeated-measures ANOVA were used to measure the effect. The findings reveal that significant differences were detected in immediate post-tests of direct and indirect WCF groups which indicate that both WCF strategies can enhance participants’ collocational competency. Additionally, the findings also show that direct WCF strategy greatly affects participants collocation errors despite both groups performed better than the control group. This study demonstrates that retention effect was detected in the group that received direct WCF while the indirect WCF group was not able to retain - in delayed post-test. Recommendation is also discussed for Future directions of studies.Â

scholarly journals The Effectiveness of Direct and Indirect Written Corrective Feedback on English Collocation Competency: A Quasi – Experiment

2020 ◽  
Vol 8 (1) ◽  
pp. 94
Author(s):  
Abang Fhaeizdhyall
Keyword(s):  
Corrective Feedback ◽  
Control Group ◽  
High Performing ◽  
Written Corrective Feedback ◽  
Post Test ◽  
Quasi Experimental ◽  
Group A ◽  
And Control ◽  
Esl Learners ◽  
Positive Effect

The primary aim of this study is to investigate the effectiveness of direct and indirect written corrective feedback (WCF) on English collocational competency of high-performing ESL learners. The study also sought to compare possible differences in the effect of two WCF strategies that help the researcher in identifying the appropriate WCF strategy in improving learners’ collocational competency in the context of the study. Additionally, retention effect of WCF is also investigated in delayed post-tests. Eighty-eight high-performing ESL learners of a public university participated in the quasi-experimental study of two experimental groups and one control group. A series of test namely pre-test, immediate post-test and delayed post-test was administered to collect the data. The groups are labelled ‘Direct group’ that received direct WCF treatment (n=33), ‘Indirect group’ that received indirect WCF (n=25), and ‘Control group’ that received no treatment (n=25). A set of collocation test that was developed by Gyllstad (2009) was adopted and a pilot test was conducted prior to the actual study. The participants were tested in three point of time (pre-test, immediate post-test, and delayed post-test). The findings indicate that there is a positive effect of direct and indirect WCF strategies on collocational competence. Furthermore, direct WCF has the most effect in improving collocational competency of the participants. Finally, both WCF strategies are proven statistically in retaining their effects as demonstrated in the results of delayed post-test. Suggestion for future studies are also discussed.

scholarly journals Students' Perception of Written Corrective Feedback: A Case Study of Pre-University ESL Learners in the Maldives

2021 ◽  
Vol 8 (2) ◽  
pp. 130-134
Author(s):  
Khadheeja Mohamed Sameer ◽  
Dheeba Moosa
Keyword(s):  
Corrective Feedback ◽  
Target Language ◽  
Esl Students ◽  
Group Discussions ◽  
Effective Feedback ◽  
Written Corrective Feedback ◽  
Stimulated Recall ◽  
Language Competency ◽  
Esl Learners

In language teaching pedagogy, feedback is crucial for English as a Second Language (ESL) students to achieve the target language competency they desire. According to literature, effective feedback can only be given when educators understand the way individual students perceive the feedback that they are given. Unfortunately, there are very few published studies on the Maldivian students’ perception of feedback till date. Therefore, to understand pre-university students’ perception of feedback, this qualitative case study used data through focus group discussions and stimulated recall sessions from a sample of six students. The findings indicated that the students from the selected institute felt encouraged as well as appreciated when the lecturers gave feedback. Moreover, they felt apprehensiveness when the lecturers failed to provide enough feedback, or any at all. This indicated that the students highly regarded the importance of feedback. Therefore, it is advisable for educators to consider how students perceive the written corrective feedback provided for them so that it may result in successful uptake.

scholarly journals The Role of Written Corrective Feedback in Improving Kurdish EFL University Students’ Writing

2018 ◽  
Vol 4 (4) ◽  
pp. 61
Author(s):  
Hogar Mohammed Tawfeeq
Keyword(s):  
Corrective Feedback ◽  
Control Group ◽  
Feedback Group ◽  
Treatment Groups ◽  
Written Corrective Feedback ◽  
L2 Learners ◽  
Efl Students ◽  
And Control ◽  
Esl Learners

There has been a long debate about the effect of written corrective feedback (WCF) on improving L2 learners’ linguistic accuracy in writing. Some scholars question the effectiveness of WCF on improving EFL/ESL learners’ linguistic accuracy. However, other researchers argue for the value WCF to the improvement of L2 learners’ writing performance. The current paper conducts an experiment aiming to investigate whether or what type of WCF has any short- and long-terms effects on improving learners’ linguistic accuracy in writing. The study includes 105 third-year-undergraduate EFL students from the English Department in Iraqi Kurdistan Region’s two public universities. The subjects were divided into two main groups: treatment and control. The former was assigned as no corrective feedback group that was merely provided with comments on writing content, and the latter was subdivided into two experimental groups that received either indirect or direct WCF. Data was collected from learner’s essays, tests (pretest, posttest and delayed posttest) and treatments (giving WCF). Over a study period of eight weeks, the present research found out statistically significant differences between the writing accuracy of the treatment groups and the control group. The results of this study have some recommendations for future studies and pedagogical implications.

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