Using automated written corrective feedback in the writing classrooms: effects on L2 writing accuracy

2021 ◽  
pp. 1-24
Author(s):  
Jessie S. Barrot
Keyword(s):  
Corrective Feedback ◽  
L2 Writing ◽  
Written Corrective Feedback ◽  
Writing Accuracy

scholarly journals THE EFFECT OF WRITTEN CORRECTIVE FEEDBACK ON HIGHER EDUCATION STUDENTS’ WRITING ACCURACY

2016 ◽  
Vol 16 (2) ◽  
pp. 121 ◽  
Author(s):  
Yustina Priska Kisnanto
Keyword(s):  
Higher Education ◽  
Corrective Feedback ◽  
L2 Writing ◽  
Accuracy Improvement ◽  
Student Groups ◽  
Written Corrective Feedback ◽  
Proficiency Level ◽  
Writing Accuracy ◽  
Writing Tests ◽  
The University

AbstractWith the higher demand of accuracy on students’ writing in university level, the present study examines the effect of direct and indirect written corrective feedback (WCF) on students’ L2 writing accuracy. The study was conducted in a six-week period with 43 Indonesian university student participants majoring IT. The results of the pre- and post-writing tests showed that 1) the writing accuracy improvement of the students receiving direct WCF was statistically significant while the writing accuracy improvement of the students given the indirect WCF treatment was not; 2) the accuracy improvement in the untreatable error rate of the direct WCF group was the most significant compared to all types of error in both WFC student groups. The study concludes that considering the students’ current English proficiency level and learning setting with limited English exposure, written corrective feedback, especially the direct one, helps the university students improve their writing accuracy.Keywords: corrective feedback, L2 writing, higher education

scholarly journals Written Corrective Feedback: The Practitioners’ Perspective

2010 ◽  
Vol 10 (2) ◽  
pp. 47 ◽  
Author(s):  
Norman W. Evans ◽  
K. James Hartshorn ◽  
Emily Allen Tuioti
Keyword(s):  
Second Language Writing ◽  
Corrective Feedback ◽  
Writing Pedagogy ◽  
L2 Writing ◽  
Writing Classroom ◽  
Writing Teachers ◽  
Written Corrective Feedback ◽  
Language Writing ◽  
Fundamental Research ◽  
Research Questions

Considerable attention has been given to written corrective feedback (WCF) in second language writing (L2) over the past several decades. One of the central questions has focused on the appropriateness of its use in L2 writing. In these academic discussions, scholars frequently describe how WCF is utilized in the classroom. However, many of these claims of teacher practice have no research base, since few studies have actually asked teachers what place WCF has in their writing classroom (Ferris, et al., in press/2011a; Ferris, et al., in press/2011b; Hyland, 2003; Lee, 2004). This paucity of data from teachers about their WCF practices is problematic. Understanding teacher perspectives on corrective feedback is integral to our understanding the place of WCF in L2 writing pedagogy. Accordingly, this article reports on a study that asks two fundamental research questions: (a) To what extent do current L2 writing teachers provide WCF? and (b) What determines whether or not practitioners choose to provide WCF? These questions were answered by means of an international survey completed by 1,053 L2 writing practitioners in 69 different countries. Results suggest that WCF is commonly practiced in L2 pedagogy by experienced and well-educated L2 practitioners for sound pedagogical reasons.

scholarly journals The Role of Written Corrective Feedback in Developing Writing in L2

2014 ◽  
Vol 11 (2) ◽  
pp. 89-98
Author(s):  
Gabrijela Petra Nagode ◽  
Karmen Pižorn ◽  
Mojca Juriševič
Keyword(s):  
Corrective Feedback ◽  
Educational Background ◽  
L2 Writing ◽  
Young Learners ◽  
Written Corrective Feedback ◽  
Sociocultural Perspectives ◽  
History Of ◽  
Giving Feedback ◽  
Cognitive Perspectives

Feedback plays an important role in developing L2 writing in young learners. The article provides a brief overview of the history of giving feedback and of some contemporary views within this field. Special attention is paid to cognitive perspectives, such as the influence of written corrective feedback on shortterm memory, the influence of focused and unfocused written corrective feedback on error correction, the influence of written corrective feedback on a particular category of error, the influence of direct and indirect written corrective feedback and combinations of various types of written corrective feedback, and the influence of educational background and L2 learning background on the effectiveness of written corrective feedback in terms of sociocultural perspectives. The main aim of the article is to present readers (especially teachers) with the variety of aspects of giving written corrective feedback in developing L2 writing and thus in enabling young learners to develop their L2 writing skills more effectively.

scholarly journals Investigating Metalinguistic Written Corrective Feedback Focused on EFL Learners' Discourse Markers Accuracy in Mobile-mediated Context

2021 ◽  
Author(s):  
Natasha Pourdana ◽  
Payam Nour ◽  
Fariba Yousefi
Keyword(s):  
Corrective Feedback ◽  
Preliminary Test ◽  
Discourse Markers ◽  
L2 Writing ◽  
Chi Square ◽  
Writing Performance ◽  
Efl Learners ◽  
Intact Group ◽  
Written Corrective Feedback ◽  
Learning Platform

Abstract Among a growing body of research that examined the contradictory role of written corrective feedback (WCF) in development of L2 writing accuracy, this study investigated the possible impact of focused metalinguistic WCF on discourse markers (DMs) in writing performance of an intact group of 42 Iranian English as a Foreign Language (EFL) learners over an eight-week period. In an authentic, situated, and personalized learning platform, giving and receiving WCF were made possible only through the mobile-mediated application of WhatsApp. Before participants wrote on selected elicitation topics, they had taken part in a 2004 version of Oxford Preliminary Test in order to be screened for their initial differences in writing performance. After receiving metalinguistic WCF on their scripts, participants were required to work on the coded feedback and try to eliminate the DM errors in their revised writing assignment. After collecting the scripts over an eight-week period, the content of written assignment was thematically analyzed using NVivo 21 Software for the additive, adversative, causal and temporal DMs, following Halliday and Hasan’s (1976) typology. In a convergent mixed-methods design, the content analysis of the qualitative data showed a larger distribution of additive DM than adversative, causal, and temporal DMs in all participants’ written scripts. Exploring the possible impact of metalinguistic WCF on improving the DMs accuracy, analysis of the frequency count data with Statistical Package for the Social Sciences (SPSS) multivariate Chi-square test reported the fluctuation and unsystematic patterns of distribution for four types of DMs with no sign of significant long-term improvement in DMs accuracy after receiving metalinguistic WCF. These findings implied further research on practicing alternative WCF strategies focused on variety of error types in actual and virtual L2 writing environments.

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