Dynamic Written Corrective Feedback in Developmental Multilingual Writing Classes

2017 ◽  
Vol 52 (1) ◽  
pp. 5-33 ◽  
Author(s):  
Kendon Kurzer
Keyword(s):  
Corrective Feedback ◽  
Writing Classes ◽  
Written Corrective Feedback ◽  
Multilingual Writing

scholarly journals Dynamic written corrective feedback: A Tool to improve multilingual student writing

2016 ◽  
Vol 8 ◽  
Author(s):  
Laurie Miller ◽  
Anna Sophia Habib ◽  
Paul Michiels
Keyword(s):  
Graduate Program ◽  
Corrective Feedback ◽  
Student Writing ◽  
Writing Classes ◽  
Writing Assignments ◽  
Intensive Courses ◽  
Multilingual Students ◽  
Grammar Correction ◽  
Written Corrective Feedback ◽  
Writing Intensive Courses

With Mason’s increasing population of multilingual students, faculty in writing intensive courses at the undergraduate and graduate level are often looking for innovative, efficient approaches to providing feedback on student writing.This session will provide an overview of dynamic written corrective feedback (Hartshorn et. al, 2010; Ferris,1999), a strategy that allows faculty to look past errors in accuracy by prioritizing attention to student efforts towards complexity. We use this model in English composition classes to help multilingual students become more reflective, self-reliant writers in terms of their idea development, critical analysis and language accuracy. During the session composition and language faculty from INTO-Mason’s undergraduate and graduate program will explain the research behind the technique, provide examples of this feedback approach and engage participants in a discussion of its potential use in their classes.  This method can be used to support all students across a variety of disciplines that require writing assignments. References:Ferris, D. (1999). The case of grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing, 8(1), 1-11.Hartshorn, K. J., Evans, N. W., Merrill, P. F., Sudweeks, R. R., Strong-Krause, D., & Anderson, N. J. (2010). Effects of dynamic corrective feedback on ESL writing accuracy. TESOL Quarterly, 44(1), 84–109. 

Effects of written corrective feedback and language aptitude on verb tense accuracy

2018 ◽  
Vol 23 (6) ◽  
pp. 702-726 ◽  
Author(s):  
Susan Benson ◽  
Robert DeKeyser
Keyword(s):  
Second Language ◽  
Corrective Feedback ◽  
Past Tense ◽  
Control Group ◽  
Feedback Group ◽  
Writing Classes ◽  
Written Corrective Feedback ◽  
Metalinguistic Feedback ◽  
Learner Differences ◽  
Direct Feedback

Most second language researchers agree that there is a role for corrective feedback in second language writing classes. However, many unanswered questions remain concerning the linguistic features to target and the type and amount of feedback to offer. This study examined essays by 151 learners of English as a second language (ESL), in order to investigate the effect of either direct or metalinguistic written feedback on errors with the simple past tense and the present perfect tense. This inquiry also considered the extent to which learner differences in language-analytic ability (LAA), as measured by the LLAMA F, mediated the effects of these two types of explicit written corrective feedback. Learners in both feedback groups were provided with corrective feedback on two essays whereas the control group received general comments on content. Learners in all three groups then completed two additional writing tasks to determine whether or not the provision of corrective feedback led to greater gains in accuracy compared to no feedback. Both treatment groups performed better than the comparison group on new pieces of writing immediately following the treatment sessions, yet direct feedback was more durable than metalinguistic feedback for one structure, the simple past tense. Participants with greater LAA proved more likely to achieve gains in the direct feedback group than in the metalinguistic group, whereas learners with lower LAA benefited more from metalinguistic feedback.

scholarly journals STUDENTS’ PERCEPTIONS OF TEACHERS’ WRITTEN CORRECTIVE FEEDBACK IN THE MALAYSIAN ESL CLASSROOM

2020 ◽  
Vol 17 (Number 2) ◽  
pp. 103-136
Author(s):  
Malini N. G. Ganapathy ◽  
Debbita Tan Ai Lin ◽  
Jonathan Phan
Keyword(s):  
Secondary Schools ◽  
Corrective Feedback ◽  
Descriptive Statistics ◽  
Survey Questionnaire ◽  
Esl Students ◽  
Focus On Form ◽  
Writing Classes ◽  
Written Corrective Feedback ◽  
The Many ◽  
Direct Feedback

Purpose – This study examined the types of written corrective feedback provided to ESL students in writing classes in Malaysian secondary schools, and their perceptions towards the provision of written corrective feedback in the Malaysian context. Methodology – A survey questionnaire was administered randomly among 720 Form Four students from 10 secondary schools in Penang. The questionnaire was based on a Likert scale and responses were analysed using descriptive statistics. Findings – Results showed that most learners benefited from and preferred direct feedback, and tended to focus on form such as grammar, paragraph organisation, content and clarity of ideas. Students preferred this form of feedback as they were able to understand errors more clearly. It was found that most students were unable to self-regulate their own errors; a majority could not locate their own errors and had become passive learners within the Malaysian schooling system. Significance – The study is significant to Malaysian secondary schools in its effects, depicting the many forms of corrective feedback available in the ESL context that can be employed in school besides the popularized direct feedback used within the syllabus.

scholarly journals Iranian EFL Learners’ Reaction to Teacher’s Written Corrective Feedback

2017 ◽  
Vol 6 (3) ◽  
pp. 254
Author(s):  
Abdolvahed Zarifi
Keyword(s):  
High School Students ◽  
Cognitive Process ◽  
Corrective Feedback ◽  
Thought Processes ◽  
School Students ◽  
Writing Classes ◽  
Efl Learners ◽  
Written Corrective Feedback ◽  
Different Types ◽  
The Impact

Providing different types of corrective feedback on learners’ writing is a common practice in writing classes. Applied linguists have also invested huge attempt in investigating the impact that coorective feedback might have on developing different language skills among EFL/ESL writers. Despite the breadth of empirical research on the issue, literature has witnessed very few studies addressing the writer thought processes in dealing with the corrective feedback they recieve from their instructors. Therefore, the present qualitative study, which explores the way Iranian EFL learners respond to teacher corrective feedback, is an answer to this research need. The study included a sample of ten female high school students who were purposively selected and investigated for the cognitive process they assumed in responding to teacher written corrective feedback and their preferences for CF in writing tasks. Findings of the study have revealed that EFL learners go through a long and sophisticated thought process, reviewing, evaluating and finally accepting or ‘submiting to’ teacher corrective feedback.  

scholarly journals Taiwanese Student Attitudes Towards Error Correction and Written Corrective Feedback in L2 Writing Classes

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
David R. Berg ◽  
Yichen Lu
Keyword(s):  
Error Correction ◽  
Student Attitudes ◽  
Corrective Feedback ◽  
L2 Writing ◽  
Self Report ◽  
Writing Teachers ◽  
Writing Classes ◽  
Efl Writing ◽  
Written Corrective Feedback ◽  
Writing Students

<p>Error correction and corrective feedback in L2 writing has long been an important issue for EFL teachers and researchers, as well as EFL students. This study aimed to examine a population of Taiwanese EFL writing students to assess their attitudes and preferences for corrective feedback in their English writing. This study utilized a 31-question self-report survey to gather data from 79 EFL writing students. Results indicate that most students felt it was very important for the teacher to provide comprehensive direct or indirect coded feedback on all types of errors, but mostly on grammatical errors. The findings hold important implications for EFL writing teachers in Taiwan. EFL writing teachers should have open dialogues with their students in order to determine the most beneficial form of feedback for each class.</p>

The Effects of Negotiated Written Corrective Feedback on L2 Accuracy Development

2019 ◽  
Vol 26 (1) ◽  
pp. 1-23
Author(s):  
Ji Hyun Kim ◽  
Keyword(s):  
Corrective Feedback ◽  
Written Corrective Feedback

Effects of Written Corrective Feedback on the Use of the English Indefinite Article in EFL Learners’ Writing

2020 ◽  
Vol 75 (2) ◽  
pp. 21-40
Author(s):  
Jeong-Won Lee ◽  
Kyeong-Ok Yoon
Keyword(s):  
Corrective Feedback ◽  
Efl Learners ◽  
Indefinite Article ◽  
Written Corrective Feedback

scholarly journals Toward a Motivation-Regulated Learner Engagement WCF Model of L2 Writing Performance

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110231
Author(s):  
Jui-Jung Tsao ◽  
Wen-Ta Tseng ◽  
Tsung-Yuan Hsiao ◽  
Chaochang Wang ◽  
Andy Xuesong Gao
Keyword(s):  
Structural Equation ◽  
Corrective Feedback ◽  
Equation Modeling ◽  
Ideal Self ◽  
Learner Engagement ◽  
Writing Performance ◽  
Written Corrective Feedback ◽  
Self Image ◽  
Research Findings ◽  
Writing Scores

Research has shown that the effectiveness of written corrective feedback (WCF) on writing performance depends on learners’ engagement with WCF and its associated motivational state. However, little research has examined the inner causal relationships between motivation, learner engagement with WCF, and writing performance. The current study fills the void in the existing literature by taking a structural equation modeling approach as the methodological framework. Two independent Chinese undergraduate samples partook in the pilot and formal phases of the study. The results showed that cultivation of an ideal self-image significantly promoted both intrinsic and extrinsic motivations and enhanced learners’ engagement with WCF, but ought-to self-image was found to have no such effects. Furthermore, both intrinsic motivation and learner engagement with WCF could directly influence writing scores, with the latter being more explanatory than the former. The implications of the research findings are provided and discussed.

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