Online enhanced corrective feedback for ESL learners in higher education

2008 ◽  
Vol 21 (5) ◽  
pp. 409-425 ◽  
Author(s):  
Rayenne Dekhinet
Keyword(s):  
Higher Education ◽  
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

scholarly journals Elementary EFL Students’ Errors: How Does the Teacher Correct Students’ Errors?

2020 ◽  
Vol 5 (4) ◽  
pp. 459
Author(s):  
Baiq Raudatul Jannah ◽  
Furaidah Furaidah ◽  
Sri Rachmajanti
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Elementary Students ◽  
First Language ◽  
Corrective Feedback ◽  
Education Level ◽  
Research Subjects ◽  
English Class ◽  
Efl Students

<p><strong>Abstract:</strong> Teacher’s corrective feedback on in English class has been studied many times in secondary or higher education level. However, how a teacher deliver corrective feedback in non-English subjects for students in elementary students rarely become the focus of studies. Therefore, this qualitative research studied the elementary students of International Class Program of SD Laboratorium UM. The second grader and the teachers contributed as the research subjects. There were five corrective feedback types used by the teacher, translation, first language, conversational recast, clarification, and explicit. Those feedbacks were considered as effective feedbacks since the students mostly responded to it.</p><strong>Abstrak:</strong><em> </em>Penelitian tentang <em>feedback</em> korektif guru seringkali diteliti di pendidikan menengah atau di tingkat perguruan tinggi. Namun, bagaimana guru menyampaikan <em>feedback</em> korektif untuk siswa sekolah dasar pada pelajaran non-bahasa Inggris sangat jarang dijadikan fokus penelitian. Maka dari itu, penelitian ini mengkaji bagaimana guru memberikan korektif <em>feedback</em> pada siswa Program Kelas Internasional SD Laboratorium UM. Siswa kelas dua beserta gurunya menjadi subjek penelitian ini. Ada lima jenis <em>feedback</em> korektif yang diberikan guru, yaitu <em>translation, first language</em>, <em>conversational recast, clarification</em>, dan <em>explicit</em>. Feedback tersebut direspons oleh siswa.

scholarly journals Exploring Tertiary ESL learners’ Affective Attributes Toward Online Reading

2021 ◽  
Vol 10 (2) ◽  
pp. 137
Author(s):  
Kangxing Dong ◽  
Chiam Kee Swan ◽  
Hafizoah Kassim
Keyword(s):  
Higher Education ◽  
Principal Components Analysis ◽  
Survey Data ◽  
Principal Components ◽  
Self Report ◽  
Online Reading ◽  
Affective Factors ◽  
New Knowledge ◽  
Components Analysis ◽  
Esl Learners

The Covid-19 pandemic has significantly accelerated digitization of higher education worldwide and reading online has become vital for students to grasping new knowledge and understanding course contents. As educators, it is important to understand our students’ affective attributes towards the new normal of reading online. Within this scope, the study aims to develop a self-report instrument on affective attributes towards online reading among tertiary ESL learners, and to examine the specific affective attributes students display towards online reading. The Survey of Online Reading Affective Attributes was adapted and developed to measure tertiary ESL learners’ affective attributes towards online reading for academic and study-related purposes. This questionnaire was administered to 130 tertiary ESL learners. Principal components analysis was performed and the results confirmed the three affective factors were self-efficacy, motivation, and anxiety. In addition, the analysis of the survey data revealed that the majority of students, in general, were relatively self-efficacious, motivated, and less anxious towards online reading. However, it was discovered that nearly one-third of students were relatively anxious towards online reading and one-fifth of them were less self-efficacious. The limitations of this study and pedagogical recommendations are further discussed in this paper.

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.

scholarly journals Corrective Feedback for Learners of Varied Proficiency Levels: A Teacher’s Choices

2010 ◽  
Vol 27 (2) ◽  
pp. 31 ◽  
Author(s):  
Sara Kennedy
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Corrective Feedback ◽  
Teacher Feedback ◽  
Proficiency Levels ◽  
Proficiency Level ◽  
Learner Uptake ◽  
Esl Learners ◽  
Classroom Data

This study investigates how one English-as-a-second-language (ESL) teacher provided corrective feedback to 15 child ESL learners that the teacher had divided into two groups based on proficiency level. Classroom data in transcripts from the CHILDES database were analyzed for type of learner errors, type of teacher feedback, and rate of learner uptake (attempts at correction) and repair (correction). Results showed differences in the types of errors produced by each proficiency group and in the type of feedback the teacher provided to each proficiency group, demonstrating provision of finely tuned corrective feedback based on learners’ individual differences.

The Effect of Focused Corrective Feedback on ESL Learners’ Writing Accuracy

2017 ◽  
Vol 1 (1) ◽  
pp. 19-4
Author(s):  
Dr. Talal Amara
Keyword(s):  
Corrective Feedback ◽  
Language Program ◽  
Linguistic Feature ◽  
Washington State University ◽  
Indefinite Article ◽  
Significant Difference ◽  
Grammatical Accuracy ◽  
Writing Accuracy ◽  
English Articles ◽  
Esl Learners

The current study set out to examine the effectiveness of focused written corrective feedback (WCF) on ESL learners’ writing accuracy; in particular, the grammatical accuracy. It targeted only one linguistic feature (i.e. English articles) using a pre- and post-tests. It compared the effects of focused feedback on writing accuracy with 30 ESL learners at a language program at Washington State University. One sample dependent t-test was used to compare the means of the pre- and post-tests using SPSS. As on group, all participants have had an intervention in which they were exposed to different kinds of writing, and received focused feedback on only definite and indefinite article errors. The results indicate that there was a significant difference between pre- and post-tests in writing accuracy. Participants significantly improved their use of articles during the intervention and, therefore, increased their writing accuracy. This study contributes to other studies in the literature that written feedback is effective, and gives more pedagogical credits to teachers providing WCF.

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
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