The impact of one’s response to the teacher’s feedback on the same person’s and the partner’s learning in paired writing

2021 ◽  
Author(s):  
Taichi Yamashita
Keyword(s):  
Collaborative Writing ◽  
Corrective Feedback ◽  
Posttest Score ◽  
Esl Students ◽  
American University ◽  
Google Docs ◽  
Written Corrective Feedback ◽  
Description Task ◽  
The Impact ◽  
The Relationship

Abstract The present study investigated the relationship between one dyad member’s revision in response to written corrective feedback (CF) and the same person’s learning and the other dyad member’s learning during collaborative writing. Twenty-eight English-as-a-Second-Language (ESL) students at an American university were paired up and collaborated on two animation description tasks in Google Docs while receiving the researcher’s written CF on their errors on the indefinite and definite articles. Learners worked individually on an animation description task one week prior to the written CF treatment (pretest), immediately after the treatment (posttest), and two weeks after (delayed posttest). When pretest score and CF frequency were controlled for, the number of one’s revisions was not related to the same person’s or the partner’s posttest score. However, the number of one’s revisions was significantly positively related to the same learner’s delayed posttest score, but not to the partner’s delayed posttest score.

The relationship between university EFL teachers’ oral feedback beliefs and practices and the impact of individual differences

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Dogan Yuksel ◽  
Adem Soruç ◽  
Jim McKinley
Keyword(s):  
Individual Differences ◽  
Corrective Feedback ◽  
Teaching Experience ◽  
Educational Background ◽  
Beliefs And Practices ◽  
Special Training ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
The Impact ◽  
The Relationship

Abstract This study investigated Turkish EFL teachers’ beliefs and practices about the aspects of oral corrective feedback (OCF). It explored the impact of individual differences, namely educational background, special training, and teaching experience, on the relationship between the beliefs and practices. Data on teachers’ practices were collected via 153 h of classroom observations from 51 Turkish EFL teachers at two different universities, and teachers’ beliefs were gathered by a task about OCF. The results showed that teachers’ beliefs and practices were consistent on the aspects of perceived effectiveness, grammatical errors, implicit and explicit feedback. However, their beliefs and practices were inconsistent regarding lexical, phonological errors, and timing of OCF. The results also revealed that of the three individual differences, teaching experience most impacted the consistency between beliefs and practices, thus showing the greater role of teaching experience over special training and educational background on the consistency between beliefs and practices about OCF.

The effectiveness of written corrective feedback and the impact Lao learners’ beliefs have on uptake

2015 ◽  
Vol 38 (1) ◽  
pp. 66-84 ◽  
Author(s):  
Stephanie Rummel ◽  
John Bitchener
Keyword(s):  
Corrective Feedback ◽  
Past Tense ◽  
Control Group ◽  
Efl Learners ◽  
Written Corrective Feedback ◽  
Post Test ◽  
Feedback Preferences ◽  
The Impact

This article presents the results of a study examining the effectiveness of written corrective feedback (CF) on the simple past tense and the impact beliefs may have on students’ uptake of the feedback they receive. A seven-week study was carried out with 42 advanced EFL learners in Vientiane, Laos. Students’ beliefs about written CF were first collected, after which they were assigned to either the control group or to groups that received written CF according to their feedback preferences. Students produced four pieces of writing (pre-test, post-test and two delayed post-tests) that responded to four different narrative prompts. The targeted grammatical feature was the simple past tense. The study found that the three feedback groups showed significant improvement in the use of the targeted feature while the control group did not. Furthermore, the results seemed to indicate that beliefs might have impacted on the extent to which the Lao students improved their linguistic accuracy because the students who received their preferred type of feedback were more successful at eliminating the targeted errors than the ones who did not.

scholarly journals Student Writers’ Affective Engagement with Grammar-Centred Written Corrective Feedback: The Impact of (Mis)Aligned Practices and Perceptions

2019 ◽  
Vol 22 (2) ◽  
pp. 109-132
Author(s):  
Hooman Saeli ◽  
An Cheng
Keyword(s):  
Corrective Feedback ◽  
Affective Engagement ◽  
Context Analysis ◽  
Student Writers ◽  
Written Corrective Feedback ◽  
Grammatical Accuracy ◽  
Efl Students ◽  
High Regard ◽  
Student Identities ◽  
The Impact

This project firstly explored Iranian English as a foreign language (EFL) students’ perceptions about written corrective feedback (WCF)-related practices and preferences. Secondly, the student participants’ first language (L1; e.g., Farsi) learner identities were operationalized, especially focusing on the skill of writing, WCF, and grammar-centred WCF. Thirdly, the students’ affective engagement with WCF was scrutinized, particularly in light of L1 student identities. The participants in the study were 15 students in an Iranian EFL context. Analysis of interview data revealed that the skill of writing was held in low regard by the students. Also, several discrepancies emerged vis-à-vis WCF methods (e.g., direct vs. coded), error correctors (e.g., teacher feedback vs. peer feedback), the amount of correction (e.g., selective vs. comprehensive correction), and the relative importance of different components of writing (e.g., grammar vs. content vs. organization). In particular, the findings showed that the students’ L1 identities involved low regard for writing, but high regard for speaking skills, and that they attached high value to grammatical accuracy and teacher explicit feedback. Finally, the findings indicated that: (a) the students’ second language (L2) identities (e.g., WCF-related preferences) were profoundly affected by their L1 student identities, and (b) the discrepancies between the students’ L2 writing preferences (e.g., preferred amount of WCF) and the teachers’ reported practices could potentially hinder students’ affective engagement with WCF.

scholarly journals Written Corrective Feedback: What Do Malaysian Learners Prefer And Why?

2019 ◽  
Vol 8 (5C) ◽  
pp. 1221-1225
Keyword(s):  
Language Learners ◽  
Corrective Feedback ◽  
Written Feedback ◽  
Esl Students ◽  
Writing Assignments ◽  
Written Corrective Feedback ◽  
Language Classes ◽  
Different Types ◽  
Direct Feedback ◽  
Malaysian Students

There has been an ongoing debate about the value of providing corrective feedback in writing assignments in English as a foreign/second language classes. Despite the fact, corrective feedback in writing has been analyzed from various perspectives, learners’ expectations regarding feedback given by language instructors are still to be considered. This paper investigates the types of written feedback preferred by the Malaysian students. This study investigated how language learners perceive the usefulness of different types and amounts of written corrective feedback, and also the reasons they have for their preferences. Qualitative and quantitative data was collected from 103 ESL students by means of computer generated written questionnaires. The results showed that Malaysian learners react in favor of direct feedback to their written work, and yet they show little tolerance for simply marking the error without explanation. Moreover, considerable number of the respondents favored indirect corrective feedback with a clue. Possible explanations for the results were given with reference to the theoretical constructs of SLA.

scholarly journals The Impact of Teacher’s Indirect Written Corrective Feedback on Eleventh Graders’ Explanation Writing Ability

2020 ◽  
Vol 7 (2) ◽  
pp. 201-215
Author(s):  
Septia Tri Gunawan ◽  
Ratna Sari Dewi ◽  
Zaharil An'asy
Keyword(s):  
Corrective Feedback ◽  
Research Subjects ◽  
Writing Ability ◽  
Purposive Sampling ◽  
Writing Test ◽  
Written Corrective Feedback ◽  
Eleventh Graders ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

ABSTRACTThis study is intended to acquire empirical evidence regarding the impact of the teacher's Indirect Written Corrective Feedback on students' writing ability of explanation texts. Fifty six students enrolling at a high school in Jakarta were selected as the sample. They were separately distributed in the experimental class and the control class that respectively contained 28 students. Purposive sampling was utilized to recognize who the research subjects were and what level of their competence was for inclusion in this study. A quasi-experimental design, which is a subpart of a quantitative method, was employed. The data were assembled by running a writing test in the pre-test and post-test sections, whose results were followed by normality and homogeneity tests. The findings showed that the experimental class’ post-test outcome was 64.71, while the control class’ post-test was 58.25. Since the t-value surpasses the t-table (2.502>1.675), it indicates that the teacher's Indirect Written Corrective Feedback has a significant effect on improving students' writing explanation texts.ABSTRAKStudi ini bertujuan untuk memperoleh bukti riil terkait pengaruh dari umpan balik tertulis tidak langsung oleh guru terhadap kemampuan siswa dalam menulis teks eksplanasi. 56 siswa yang bersekolah di sebuah sekolah menengah atas terpilih sebagai sampel. Siswa tersebut terbagi dalam kelas eksperimen dan kelas kontrol, yang masing-masing kelas berisikan 28 orang. Oleh karenanya, purposive sampling diterapkan karena peneliti sudah mengetahui siapa saja subjek penelitian dan kompetensi apa saja yang dimiliki. Desain kuasi-eksperimen yang merupakan sub-bagian dari metode kuantitatif digunakan oleh peneliti. Data diperoleh dengan mengadakan ujian tes tulis yang terdapat pada pra-tes dan pasca-tes yang diikuti dengna uji normalitas dan uji homogenitas. Hasil temuan menunjukkan bahwa rata-rata hasil pasca-tes yang diraih oleh siswa di kelas eksperimen sebesar 64.71, sedangkan 58.25 adalah hasil dari siswa kelas kontrol. Karena nilai t hitung melampaui nilai t tabel (2.502>1.675), maka hal tersebut menandakan umpan balik tertulis tidak langsung oleh guru memiliki dampak yang signifikan dalam meningkatkan kemampuan menulis siswa menulis teks eksplanasi.

scholarly journals Teacher Electronic Written Corrective Feedback, Trends and Future Directions

2021 ◽  
Vol 12 (3) ◽  
pp. 308-322
Author(s):  
Omar Abdullah Altamimi ◽  
Mona Masood
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Corrective Feedback ◽  
Future Research ◽  
Esl Students ◽  
Esl Writing ◽  
Esl Teachers ◽  
Written Corrective Feedback ◽  
Language Writing

The past two decades witnessed increased attention in the role of Written Corrective Feedback (WCF) in improving the English as a second language(ESL) students’ written linguistic accuracy. Several methods were suggested, including the use of the electronic means of providing corrective feedback. The electronic methods proved to be effective despite the limited numbers and contexts. However, the extent of these studies is still unknown. Furthermore, no comprehensive review of the studies had been conducted to date. This systematic literature review will identify and classify the research on providing ESL teachers with Electronic Written Corrective Feedback (EWCF). A survey of several experimental and analytical studies that focused on testing the effect of different methods of EWCF on ESL students was conducted, covering the period between 2006 and 2020. Two major groups of studies emerged from this research, and several gaps were identified. The research concluded with several recommendations regarding the potential tracks for future research on EWCF. The current research will serve as a guideline for ESL writing practitioners and researchers on future teacher corrective feedback in second language writing.

Task repetition, synchronous written corrective feedback and the learning of Korean grammar: A classroom-based study

2020 ◽  
pp. 136216882091235
Author(s):  
YouJin Kim ◽  
Bumyong Choi ◽  
Hyunae Yun ◽  
Binna Kim ◽  
Sujeong Choi
Keyword(s):  
Task Performance ◽  
Language Learners ◽  
Collaborative Writing ◽  
Corrective Feedback ◽  
Task Repetition ◽  
Writing Fluency ◽  
Repetition Effects ◽  
Foreign Language Learners ◽  
Written Corrective Feedback

Recently, there has been a shift in the perception of tasks. Tasks are no longer viewed as ‘one-off’ activities, and the importance of studying the role of task repetition has been increasingly addressed (Bygate, 2018). However, the way task repetition effects are mediated by other instructional conditions such as corrective feedback has not been widely researched. The current study examined the effects of task repetition and indirect synchronous written corrective feedback (WCF) during collaborative writing on the quality of students’ written task performance and the learning of Korean grammar. Fifty-four Korean as a foreign language learners completed a pretest, two collaborative writing tasks, and two posttests over 10 weeks. Their task performance was analysed in terms of complexity, accuracy and fluency, and the pretest and posttest results were scored for both suppliance and accuracy of the production of target grammatical features. The findings showed that task repetition improved writing fluency, and while synchronous WCF negatively impacted fluency during collaborative writing, it facilitated accuracy in students’ writing. In terms of the learning of target grammatical features, no significant benefit of synchronous WCF was found.

Learning Korean honorifics through individual and collaborative writing tasks and written corrective feedback

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Hyejin Cho ◽  
YouJin Kim
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Task Performance ◽  
Applied Linguistics ◽  
Collaborative Writing ◽  
Corrective Feedback ◽  
Collaborative Group ◽  
Individual Group ◽  
Written Corrective Feedback ◽  
Significant Difference

AbstractTo date, the majority of task-based instructed second language acquisition studies have investigated the effects of tasks on second language morphosyntactic development, and little attention has been paid to the effectiveness of dialogic tasks on the learning of pragmatics in classroom contexts (Plonsky, L. & Y. Kim. 2016. Task-based learner production: A substantive and methodological review. Annual Review of Applied Linguistics 36. 73–97). The present study is a partial replication study of Taguchi and Kim (2016. Collaborative dialogue in learning pragmatics: Pragmatic-related episodes as an opportunity for learning request-making. Applied Linguistics 37. 416–437) and aims to compare learning outcomes between collaborative and individual task groups while written corrective feedback is provided.Thirty-two high beginner learners of Korean from two classes participated in this study. Each class was randomly assigned to either a collaborative or an individual group to complete e-mail writing tasks. In the collaborative group, students wrote e-mails with a partner, whereas the individual group wrote e-mails independently to introduce their professors during study abroad using four types of Korean honorifics. Both groups received indirect corrective feedback on honorifics used during task performance. Written description tests (WDT) were designed to investigate the short-term and long-term learning of Korean honorifics in line with the instructional tasks. Students’ responses on the WDT were analyzed in terms of the number of suppliance and accurate production of each target feature. Students’ responses to teacher feedback were analyzed using the following categories: resolved correctly, resolved incorrectly, and unresolved.The results showed that there was no significant difference in the production of target features during task performance when indirect WCF was provided to both conditions. Furthermore, both groups significantly outperformed in the immediate and delayed posttest than the pretest. However, the results found no difference in learning of Korean honorifics between the two groups.

scholarly journals Assessing Chinese Students’ Writing Performance in an American University: The Relationship between Selected Written Errors, Teacher’s Feedback, and Learners’ Interlanguage Experiences

2019 ◽  
Vol 7 (2) ◽  
pp. p246
Author(s):  
Yuxin Tian
Keyword(s):  
Corrective Feedback ◽  
Chinese Students ◽  
Writing Performance ◽  
American University ◽  
English Writing ◽  
The Relationship

The study examined Chinese students’ writing performance through the lens of corrective feedback and learners’ interlanguage experiences. It concludes that coding on paper may work only on learners who pay much attention to teachers’ feedback. It is always the work of both students and teachers to improve the accuracy in English writing.

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