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.

The revision and transfer effects of direct and indirect comprehensive corrective feedback on ESL students’ writing

2018 ◽  
Vol 24 (4) ◽  
pp. 519-539 ◽  
Author(s):  
Khaled Karim ◽  
Hossein Nassaji
Keyword(s):  
Corrective Feedback ◽  
Control Group ◽  
Esl Students ◽  
Short Term ◽  
Delayed Effects ◽  
Written Corrective Feedback ◽  
Metalinguistic Feedback ◽  
Indirect Feedback ◽  
Direct Feedback ◽  
Picture Prompts

This study investigated the short-term and delayed effects of comprehensive written corrective feedback (WCF) on L2 learners’ revision accuracy and new pieces of writing (i.e., the transfer effect of feedback). Three types of feedback were compared: direct feedback and two types of indirect feedback that differed in their degree of explicitness (i.e., underlining only and underlining+metalinguistic cues). Fifty-three intermediate level learners of English as a second language (ESL) were divided randomly into four groups: One direct, two indirect, and a control group. Students produced three pieces of writing from different picture prompts and revised them over a three-week period. Each group also produced a new piece of writing two weeks later. The study included seven sessions: Writing 1, revision of Writing 1, Writing 2, revision of Writing 2, Writing 3, revision of Writing 3, and Writing 4 (delayed writing). The results showed that all the three feedback groups significantly outperformed the control group in revision tasks. Some short-term accuracy improvements were also found on new pieces of writing for direct and underlining+metalinguistic feedback, but the effects were largely non-significant.

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.

The Effects of Written Corrective Feedback on Chinese EFL Learners’ Acquisition of English Collocations

2015 ◽  
Vol 38 (3) ◽  
Author(s):  
Ting Wang ◽  
Lin Jiang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Corrective Feedback ◽  
Choice Test ◽  
Future Research ◽  
Control Group ◽  
Written Corrective Feedback ◽  
Facilitative Role

AbstractThe role of written corrective feedback (CF) in the process of acquiring a second language (L2) has been an issue of considerable controversies over past decades. This study thus endeavors to extend current work on written CF by investigating and comparing the effect on collocation learning of one traditional type of feedback—direct corrective feedback (DCF)—with an innovative type of error correction, feedback provided within context—situated feedback (SF). The effects of the two types of written feedback were measured by examining the accurate use of target collocations in a translation test and a multiple choice test completed by 73 intermediate EFL students in China. Three groups were formed: a DCF group, an SF group, and a control group. The study found that both treatment groups outperformed the control group in the posttests and delayed posttests and that there were significant advantages of the SF group in comparison to the DCF group in both posttests. The results suggested that the provision of written CF was helpful for collocation learning and that situational context could promote the facilitative role of written CF in language acquisition. These findings are discussed from the perspectives of both second language acquisition (SLA) theory and language pedagogy and implications for future research efforts are put forward.

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 Written corrective feedback, learner-internal cognitive processes, and the acquisition of regular past tense by Chinese L2 learners of English

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Jinshi Shao ◽  
Yongcan Liu
Keyword(s):  
Cognitive Processes ◽  
Corrective Feedback ◽  
Past Tense ◽  
Control Group ◽  
Think Aloud ◽  
Written Corrective Feedback ◽  
L2 Learners ◽  
Picture Description ◽  
Process Feedback ◽  
Description Task

AbstractThis article reports on a mixed methods study that investigated the extent to which written corrective feedback (WCF) contributes to L2 learners’ acquisition of regular past tense in English and the cognitive processes that underpin the corrective feedback provided. The study adopted a pretest-posttest-delayed posttest design and involved 113 intermediate-level Chinese learners of English who were assigned to four conditions: indirect WCF, direct WCF, metalinguistic WCF, and control. A picture description task and a grammaticality judgement test were used to measure gains in the target structure. To explore how learners process feedback, nine learners, three from each treatment group, were selected to produce think aloud protocols. The study found that all three types of WCF had a positive effect on the picture description task, though none of them had a clear impact on the grammaticality judgement test. In addition, indirect WCF was found to have an advantage over direct and metalinguistic WCF on the delayed posttest, when compared to the control group. Think aloud data suggested that indirect WCF induced deeper cognitive processes than the other two kinds of feedback, which may account for the superiority of indirect WCF.

Dynamic Written Corrective Feedback in First-Year Composition: Accuracy and Lexical and Syntactic Complexity

RELC Journal ◽  
2021 ◽  
pp. 003368822110616
Author(s):  
Grant Eckstein ◽  
Lisa Bell
Keyword(s):  
Second Language ◽  
Corrective Feedback ◽  
Language Instruction ◽  
Control Group ◽  
First Year ◽  
Syntactic Complexity ◽  
Composition Students ◽  
First Year Composition ◽  
Written Corrective Feedback ◽  
Audience Awareness

First-year composition courses must balance a range of writing instruction priorities including genre and audience awareness with language instruction, particularly for second-language writers. Despite the attested efficacy of dynamic written corrective feedback for language gains in intensive English programs, little research has investigated dynamic written corrective feedback in supporting language and discourse development among L2 first-year composition students. In the present study, pre- and post-test writing from 63 second-language first-year composition writers was analyzed for grammatical accuracy as well as lexical and syntactic complexity. Writers with dynamic written corrective feedback intervention ( n = 30) failed to outperform a control group on nearly all measures, and in fact made significantly more verb errors and demonstrated significantly less syntactic complexity over time compared to the control group. Results suggest that while dynamic written corrective feedback is efficacious in some settings, it may be at cross purposes with other first-year composition discourse-based goals such as genre and audience awareness.

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.

scholarly journals The Effect of Indirect Written Corrective Feedback to Arabic Language Intermediate Students’ in Kuwait

2016 ◽  
Vol 12 (28) ◽  
pp. 361 ◽  
Author(s):  
Hamed A. Alhumidi ◽  
Sani Yantandu Uba
Keyword(s):  
Teaching And Learning ◽  
Large Scale ◽  
Corrective Feedback ◽  
Arabic Language ◽  
Spelling Errors ◽  
Intermediate Students ◽  
Written Corrective Feedback ◽  
Learning Tasks ◽  
Indirect Feedback ◽  
Direct Feedback

This study investigates the effect of indirect written corrective feedback to Arabic intermediate students in Kuwait. There are 20 participants altogether in this study, ten male and ten female. They each wrote two assignments on the same topic. No feedback was received on the first assignment, and the second was conducted after indirect feedback was offered to them on the first task. The results show that indirect feedback is effective in improving their writing and language skills. The results also indicated a higher number of spelling errors than any other errors. The findings of this study suggest some teaching implications which include raising students’ awareness of the need to avoid many writing errors. Teachers should not correct all students’ errors, but should only correct those errors which are deemed necessary to correct. Teachers should also focus their attention on teaching and learning tasks, which concentrate on indirect written feedback rather than direct feedback. Again, as the leaners seem to have more problems with spelling errors rather than any other errors, teachers should devise strategies which concentrate on improving such errors, and writing correct words. This study advocates a large scale of studies which cover the wider context of Kuwaiti intermediate students.

Sign in / Sign up

Export Citation Format

Share Document