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.

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 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.

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 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.

effects of students’ engagement with direct and indirect corrective feedback on text rewriting

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Francesca La Russa
Keyword(s):  
High School ◽  
Corrective Feedback ◽  
Control Group ◽  
Feedback Processing ◽  
Indirect Feedback ◽  
And Control ◽  
Direct Feedback ◽  
The Impact ◽  
The Way

The identification of the most effective corrective technique is a matter of debate and the results of the studies comparing direct feedback (when students are given the correction) and indirect feedback (when they have to find it on their own) are mixed. Apart from this, the effectiveness of feedback might be influenced by the way students process it. Our study compares the effects of these two kinds of feedback on text rewriting and assesses the impact of students’ engagement during feedback processing. It was conducted on twenty-six Italian FL learners at a high school in Bordeaux. Students were divided into three groups (direct feedback, indirect feedback and control group), and they performed two writing tasks. After receiving the corrections, they revised and rewrote their texts. The experimental groups outperformed the control group. An extensive engagement in feedback processing, generally promoted by indirect feedback, led to better results in text rewriting.

scholarly journals Investigating the Effects of Three Types of Corrective Feedback on the Acquisition of English Wh-question Forms by Iranian EFL Learners

2011 ◽  
Vol 4 (2) ◽  
pp. 97 ◽  
Author(s):  
Ehsan Rassaei ◽  
Ahmad Moinzadeh
Keyword(s):  
Data Analysis ◽  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Delayed Effects ◽  
Metalinguistic Feedback ◽  
Post Test

The current research examines the immediate and delayed effects of three types of corrective feedback, namely recasts, metalinguistic feedback, and clarification requests, on the acquisition of English wh-question forms by Iranian EFL learners. To this end, 134 Iranian EFL learners comprising 4 intact classes participated in the study. Learners in 3 intact classes which were designated as feedback groups received feedback during a meaning-focused task, while learners in the control group received no feedback. The results of data analysis revealed the effectiveness of metalinguistic feedback and recasts in both immediate and delayed post-tests. Further inspection of the results revealed that while metalinguistic feedback was more effective than recasts in the immediate post-test, recasts had a more stable and enduring effect, compared with metalinguistic feedback, on learners' performance in the delayed post-test.

Investigating teachers’ written corrective feedback practices in a Saudi EFL context

2014 ◽  
Vol 37 (2) ◽  
pp. 101-122 ◽  
Author(s):  
Abdulaziz Alshahrani ◽  
Neomy Storch
Keyword(s):  
Corrective Feedback ◽  
Policy Recommendations ◽  
Efl Context ◽  
Written Corrective Feedback ◽  
Different Types ◽  
Indirect Feedback ◽  
Direct Feedback

In recent years there have been a growing number of studies on written corrective feedback (WCF), particularly in terms of the efficacy of different types of WCF. However, few of these studies have investigated what shapes teachers’ WCF practices and how they align with students’ preferences. This study, conducted with staff and students in a large Saudi university that has strict guidelines on WCF provision, examined the teachers’ WCF practices in relation to the institutional guidelines, their own beliefs about the most effective forms of WCF as well as their students’ preferences. Data collected included the feedback given by three teachers on their students’ writing (15 students per teacher), follow-up interviews with the teachers, and questionnaires completed by the students. The study found that although the teachers followed the strict guidelines and provided comprehensive indirect feedback, these practices did not always accord with their beliefs. Most of the WCF given tended to be on mechanics, and the teachers seemed unaware that this was the main focus of their feedback. They were also largely unaware that their students preferred direct feedback and mainly on grammar. We conclude our paper with some policy recommendations.

scholarly journals The Effect of Direct and Indirect Corrective Feedback on L2 Learners’ Written Accuracy

2008 ◽  
Vol 156 ◽  
pp. 279-296 ◽  
Author(s):  
Catherine van Beuningen ◽  
N.H. de Jong ◽  
Folkert Kuiken
Keyword(s):  
Error Correction ◽  
Second Language Learners ◽  
Corrective Feedback ◽  
Control Group ◽  
Time On Task ◽  
Long Term Effects ◽  
Short Term ◽  
Task Differences ◽  
Direct Feedback

Among scholars there is disagreement on the benefits of corrective feedback on second language learners’ written output. While some researchers advocate the usefulness of corrective feedback, Truscott claims that all error correction is unnecessary, ineffective, and even harmful, in that it diverts time and energy away from more productive aspects of writing instruction. Until now, research outcomes cannot settle this debate since only short-term effectiveness of corrective feedback could be demonstrated. Due to methodological shortcomings, results from studies that investigated long-term effects of error correction on accuracy improvement are inconclusive.By trying to overcome some of these design related drawbacks (i.e. the lack of a proper control group and time-on task differences between treatment groups), the present study intends to make a contribution to the ongoing error correction debate. The effectiveness of direct and indirect corrective feedback was compared to the effect of two control treatments: a treatment that offered students an extra opportunity to practice their writing skills, and a treatment in which students self-corrected their errors without any available feedback. Results show that corrective feedback can be effective in improving students’ accuracy: while short-term effects were found for both direct and indirect corrective feedback, only direct feedback proved to have a significant long-term effect. Neither of the control treatments had a significant effect on students’ accuracy.

scholarly journals Effects of Written Corrective Feedback on Explicit and Implicit Knowledge

2016 ◽  
Vol 21 (1-2) ◽  
pp. 74-85
Author(s):  
Mitra Samiei ◽  
Tam Shu Sim
Keyword(s):  
Explicit Knowledge ◽  
Corrective Feedback ◽  
Implicit Knowledge ◽  
Control Group ◽  
Short Term ◽  
The Past ◽  
Written Corrective Feedback ◽  
Quasi Experimental ◽  
Implicit And Explicit

This study is an examination of the effect of the different degrees of explicitness of written corrective feedback (WCF) on implicit and explicit knowledge of the target structure (past simple tense) in the short term and long term. There were four experimental groups including a control group, in this quasi-experimental study which received different degrees of explicit WCF. This study sought to investigate whether or not written corrective feedback could also be effective in targeting the problematic error category in the texts of FL writers. Past simple test was known as the problematic structure based on the result of the pre-test, though their level of proficiency was intermediate. It was found that both metalinguistic and direct WCF could affect the participants’ explicit knowledge of the past simple tense in the short term and long term; the indirect WCF on the other hand, could only affect the explicit knowledge in the short term and the reformulation was the only kind of WCF that did not have any effect on the explicit knowledge of the past simple tense. Moreover, all the experimental groups’ implicit knowledge improved in the short term; however, this improvement was sustained in the long term for the metalinguistic and indirect groups only. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page:74-85

scholarly journals The Effect of Direct and Indirect Corrective Feedback on L2 Learners’ Written Accuracy

2008 ◽  
Vol 156 ◽  
pp. 279-296 ◽  
Author(s):  
Catherine van Beuningen ◽  
N.H. de Jong ◽  
Folkert Kuiken
Keyword(s):  
Error Correction ◽  
Second Language Learners ◽  
Corrective Feedback ◽  
Control Group ◽  
Time On Task ◽  
Long Term Effects ◽  
Short Term ◽  
Task Differences ◽  
Direct Feedback

Abstract Among scholars there is disagreement on the benefits of corrective feedback on second language learners’ written output. While some researchers advocate the usefulness of corrective feedback, Truscott claims that all error correction is unnecessary, ineffective, and even harmful, in that it diverts time and energy away from more productive aspects of writing instruction. Until now, research outcomes cannot settle this debate since only short-term effectiveness of corrective feedback could be demonstrated. Due to methodological shortcomings, results from studies that investigated long-term effects of error correction on accuracy improvement are inconclusive. By trying to overcome some of these design related drawbacks (i.e. the lack of a proper control group and time-on task differences between treatment groups), the present study intends to make a contribution to the ongoing error correction debate. The effectiveness of direct and indirect corrective feedback was compared to the effect of two control treatments: a treatment that offered students an extra opportunity to practice their writing skills, and a treatment in which students self-corrected their errors without any available feedback. Results show that corrective feedback can be effective in improving students’ accuracy: while short-term effects were found for both direct and indirect corrective feedback, only direct feedback proved to have a significant long-term effect. Neither of the control treatments had a significant effect on students’ accuracy.

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