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 The Role of Individual Preferences in the Efficacy of Written Corrective Feedback in an English for Academic Purposes Writing Course

2021 ◽  
Vol 46 (10) ◽  
pp. 1-20
Author(s):  
Bradley Perks ◽  
◽  
Bradley Colpitts ◽  
Matthew Michaud ◽  
◽  
...  
Keyword(s):  
Corrective Feedback ◽  
The Body ◽  
Control Group ◽  
Structured Interviews ◽  
Treatment Groups ◽  
Affective Factors ◽  
Written Corrective Feedback ◽  
Writing Course ◽  
The Impact

This study examined the effectiveness of written corrective and the role of individual differences (ID) in the uptake of the feedback. Data was taken from a nine-week, English as a foreign language (EFL) writing course from 101 intermediate (n=101) students at a private university in Kobe, Japan. Using an explanatory sequential mixed methods design, quantitative data was first collected concerning writing errors, followed by qualitative semi-structured interviews. Three classes were placed into either two treatment groups (direct and indirect) or a control group, and completed four writing tasks (pre-test, post-test and two delayed post-tests). The study found the two treatment groups showed significant improvements on local and global errors, whereas the control group did not. Additionally, the qualitative component elicited the influence of affective factors. The study adds to the body of literature addressing the impact of written corrective feedback, specifically on students’ self-editing strategies.

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.

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 Theoretical Expectation of the Effect of Written Corrective Feedback From Information Processing Perspective

2018 ◽  
pp. 12-29
Keyword(s):  
Information Processing ◽  
Corrective Feedback ◽  
Theoretical Explanation ◽  
The Other ◽  
Theoretical Expectation ◽  
Written Corrective Feedback ◽  
L2 Development ◽  
Information Processing Perspective ◽  
Interactive View

Chapter 2 explains how written CF can facilitate the process of information processing in Gass' model from a micro perspective, and also in a macro view, according to McLaughlin's model, and Anderson's model. The theoretical explanation makes us to believe written CF has the potential to benefit L2 development. The other half of the chapter provides an understanding of written CF in an interactive view of SLA and leads to the conclusion that all the factors involved in the interactions between teacher and learner should be taken into consideration when providing written CF.

A “recursive framework” of corruption and development

2016 ◽  
Vol 12 (4) ◽  
pp. 282-298 ◽  
Author(s):  
Joseph Ato Forson
Keyword(s):  
Conceptual Framework ◽  
Design Methodology ◽  
Institutional Quality ◽  
Content Type ◽  
Research And Practice ◽  
Development Trajectory ◽  
Improve Theory ◽  
Theory Research ◽  
The Impact ◽  
The Relationship

Purpose The purpose of this paper is to provide a conceptual framework on the relationship between corruption and development. The paper demonstrates how the impact of corruption on economic development might vary substantially from sustainable development (SD). Design/methodology/approach A combination of literature-based analysis was employed by considering concepts from corruption and development. A synthesis of these two concepts leads to the development of the conceptual framework. Findings The findings shows that corruption originates from three main sources, and that the effect of corruption on development might differ depending on how it is conceptualized, but the spate of corruption is contingent on institutional quality and gains in previous development trajectory. Originality/value Relating the concept of corruption and SD and linking it to theories of development brings a sense of novelty. This paper has in its essence contributed to the conceptualization of the relationship between corruption and development which will help deepen understanding on this contentious subject. The framework will help to improve theory, research and practice in development studies and allied fields.

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 Building as Interface: Sustainable Educational Ecologies

2014 ◽  
Vol 24 (Educational Media Ecologies) ◽  
pp. 75-93 ◽  
Author(s):  
Suzanne De Castell ◽  
Milena Droumeva ◽  
Jen Jenson
Keyword(s):  
Educational Context ◽  
Information And Communications Technologies ◽  
Research And Practice ◽  
Educational Environments ◽  
New Information ◽  
22Nd Century ◽  
Communications Technologies ◽  
Theory Research ◽  
The Impact ◽  
Educational Sustainability

This paper begins with the most obvious, and yet most elusive, of educational media ecologies, the buildings which are ‹home› to pedagogic communication and interaction, and considers how we might understand «building as interface», construed first as a noun, («a structure with roof and walls» – OED) referring to places as physical structures, and then as a verb, («the action or trade of constructing something» – OED), referring to the activities of construction through which we can engage technologies central to theory, research and practice. Our concern is with exploring the larger question of educational sustainability: with what ‹sustainability› means when applied to a specifically educational context, and with the sustainability of the kinds of emerging educational environments in which new information and communications technologies play a significant role. This question of sustainable educational environments is driven by a need to be responsible and accountable for the impact of the technologies and practices we eagerly embrace in the name of «21st century learning», even as prospects for a 22nd century are so rapidly receding from view. As one prominent media ecologist put the point: «we have to find the environments in which it will be possible to live with our new inventions» (McLuhan 1967, 124).

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 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 Direct and Indirect Written Corrective Feedback: A Literature Review of Sampling and Design Features, Target Structures and Overall Effects

2020 ◽  
Vol 3 (7) ◽  
pp. 199-209
Author(s):  
Abang Fhaeizdhyall
Keyword(s):  
Literature Review ◽  
Empirical Studies ◽  
Corrective Feedback ◽  
Future Research ◽  
Future Studies ◽  
Treatment Groups ◽  
Grammatical Aspect ◽  
Written Corrective Feedback ◽  
Advanced Proficiency ◽  
Grammatical Structures

Scholars' attention on written corrective feedback especially the direct-indirect dichotomy has been increasing due to inconsistencies in its effects toward L2 learners’ linguistic accuracy. Therefore, this study was performed to provide a literature review of the increasing number of WCF studies that may provide new perspectives for future research on direct-indirect WCF strategies. This study takes a systematic literature approach to synthesize 16 empirical studies that focusing on the effect of direct-indirect WCF from SCOPUS database. The 7-step systematic review process was used as the main approach for this study. 4 research questions were formulated to guide the study. The findings have revealed the sampling features of ESL context, beginner, and advanced proficiency levels of learners are underexplored. Moreover, it is also suggested that future studies incorporate control groups to compare the effects of direct-indirect WCF strategies with non-treatment groups. Methodologically, other research approaches should also be considered by future studies for most of the studies in the review applied experimental approach. In highlighting the targeted linguistic structures, this study has found the focus of studies in the review as mostly emphasizing on grammatical aspect, thus suggesting for more WCF studies on non-grammatical aspects. Finally, the overall effect suggests that indirect WCF was effective on both grammatical and non-grammatical structures whereas direct WCF was mostly effective on non-grammatical structures.

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