scholarly journals The Impact of Digitally Regulated Peer Corrective Feedback (CF) on Students' English Writing

2020 ◽  
Vol 8 (11) ◽  
pp. 5388-5394
Author(s):  
Bambang Agus Darwanto ◽  
Herman Dwi Surjono ◽  
Dyah Setyowati Ciptaningrum
Keyword(s):  
Corrective Feedback ◽  
English Writing ◽  
The Impact

scholarly journals The Impact of Teacher Corrective Feedback on EFL Student Writers’ Grammatical Improvement

2017 ◽  
Vol 10 (10) ◽  
pp. 43
Author(s):  
Kanyakorn Sermsook ◽  
Jiraporn Liamnimitr ◽  
Rattaneekorn Pochakorn
Keyword(s):  
Corrective Feedback ◽  
Writing Assignments ◽  
Student Writers ◽  
Writing Improvement ◽  
English Writing ◽  
Writing Class ◽  
Grammatical Errors ◽  
Teachers And Students ◽  
Efl Students ◽  
The Impact

This paper aims to provide information about teacher corrective feedback that would be helpful for EFL students’ writing improvement. It focuses on feedback provided to correct grammatical errors made by student writers as the author finds that this type of errors can obstruct the effectiveness of students’ pieces of writing and may result in written miscommunication. Both direct and indirect teacher feedback types are discussed. Some pedagogical suggestions have been made based on the findings. It is hoped that this review article can help teachers and students in a writing class achieve the goal of producing grammatically correct English writing assignments.

Implicit and explicit corrective feedback and feedback exposure conditions

2020 ◽  
Vol 4 (1) ◽  
pp. 3-48
Author(s):  
Takehiro Iizuka ◽  
Kimi Nakatsukasa
Keyword(s):  
Explicit Knowledge ◽  
Corrective Feedback ◽  
Significant Difference ◽  
Oral Corrective Feedback ◽  
Post Test ◽  
Picture Description ◽  
Potential Factors ◽  
Implicit And Explicit ◽  
Instructional Settings ◽  
The Impact

This exploratory study examined the impact of implicit and explicit oral corrective feedback (CF) on the development of implicit and explicit knowledge of Japanese locative particles (activity de, movement ni and location ni) for those who directly received CF and those who observed CF in the classroom. Thirty-six college students in a beginning Japanese language course received either recast (implicit), metalinguistic (explicit) or no feedback during an information-gap picture description activity, and completed a timed picture description test (implicit knowledge) and an untimed grammaticality judgement test (explicit knowledge) in a pre-test, immediate post-test and delayed post-test. The results showed that overall there was no significant difference between CF types, and that CF benefited direct and indirect recipients similarly. Potential factors that might influence the effectiveness of CF, such as instructional settings, complexity of target structures and pedagogy styles, are discussed.

Accuracy development in L2 writing: Exploring the potential of computer-assisted unfocused indirect corrective feedback in an online EFL course

ReCALL ◽  
2021 ◽  
pp. 1-17
Author(s):  
Cédric Brudermann ◽  
Muriel Grosbois ◽  
Cédric Sarré
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
Computer Assisted ◽  
Mathematics Students ◽  
Language Teacher Education ◽  
Writing Accuracy ◽  
Data Yield ◽  
And Mathematics ◽  
The Impact ◽  
Error Types

Abstract In a previous study (Sarré, Grosbois & Brudermann, 2019), we explored the effects of various corrective feedback (CF) strategies on interlanguage development for the online component of a blended English as a foreign language (EFL) course we had designed and implemented. Our results showed that unfocused indirect CF (feedback on all error types through the provision of metalinguistic comments on the nature of the errors made) combined with extra computer-mediated micro-tasks was the most efficient CF type to foster writing accuracy development in our context. Following up on this study, this paper further explores the effects of this specific CF type on learners’ written accuracy development in an online EFL course designed for freshmen STEM (science, technology, engineering, and mathematics) students. In the online course under study, this specific CF type was experimented with different cohorts of STEM learners (N = 1,150) over a five-year period (from 2014 to 2019) and was computer-assisted: CF provision online by a human tutor was combined with predetermined CF comments. The aim of this paper is to investigate the impact of this specific CF strategy on error types. In this respect, the data yield encouraging results in terms of writing accuracy development when learners benefit from this computer-assisted specific CF. This study thus helps to gain a better understanding of the role that CF plays in shaping students’ revision processes and could inform language (teacher) education regarding the use of digital tools for the development of foreign language accuracy and the issues related to online CF provision.

Does Learners’ Proficiency Level Affect Oral Corrective Feedback Preferences?

2016 ◽  
Vol 8 (4) ◽  
pp. 150 ◽  
Author(s):  
Nesa Bandarchian Rashti ◽  
Maryam Danaye Tous
Keyword(s):  
Error Correction ◽  
Corrective Feedback ◽  
Good Deal ◽  
Potential Effect ◽  
Factors Affecting ◽  
Proficiency Level ◽  
Oral Corrective Feedback ◽  
One Step ◽  
Feedback Preferences ◽  
The Impact

<p>For decades now, there has been a good deal of research on factors affecting students’ oral corrective feedback preferences. Although it has been proven that learners’ characteristics such as their verbal intelligence and attitude toward error correction are highly effective in students’ preferred type of oral corrective feedback, the claims regarding the impact of learners’ proficiency level on their choice of oral corrective feedback have yet to be fully substantiated. In order to take this line of research one step forward, it is important to examine the potential effect of students’ level of proficiency in error correction literature. To this end, this paper aims to shed light on lower and higher level learners’ opinion about corrective feedback issues in an EFL context.</p>

scholarly journals CAN EFL LEARNERS' LEARNING STYLES IMPACT THEIR PERFORMANCE ON WRITING SKILL UNDER DIRECT AND INDIRECT CORRECTIVE FEEDBACKS?

2015 ◽  
Vol 13 (2) ◽  
pp. 155
Author(s):  
Mojtaba Maghsoudi ◽  
Sahar Saeedi
Keyword(s):  
Learning Styles ◽  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Skill Scores ◽  
Significant Difference ◽  
Field Dependent ◽  
Writing Skill ◽  
The Impact ◽  
Experimental Group

This study presents the findings of an investigation of the impact of teacher error corrective feedback on 180 field-dependent/ field-independent (FD/FI) male and female pre-intermediate and advanced Iranian EFL learners writing skill. The participants were separated into two experimental groups and one control group and were asked to write three paragraphs of about 100-150 words around three different topics, each in odd days of a week; then they received direct (in experimental group 1), indirect (in experimental group 2) and no correction feedback (in control group). The results based on Mean Scores, Standard Deviation, Multivariate Analyses and 1-way ANOVA showed that there was not any significant difference between the FD/FI learners' writing skill scores who had received corrective feedback on their errors; however, as indicated by the second finding of the present study it would be better to feedback field-dependent/-independent EFL learners indirectly. It was also indicated that, learners' learning styles had made a significant change in their writing skill scores.

The relationship between university EFL teachers’ oral feedback beliefs and practices and the impact of individual differences

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Dogan Yuksel ◽  
Adem Soruç ◽  
Jim McKinley
Keyword(s):  
Individual Differences ◽  
Corrective Feedback ◽  
Teaching Experience ◽  
Educational Background ◽  
Beliefs And Practices ◽  
Special Training ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
The Impact ◽  
The Relationship

Abstract This study investigated Turkish EFL teachers’ beliefs and practices about the aspects of oral corrective feedback (OCF). It explored the impact of individual differences, namely educational background, special training, and teaching experience, on the relationship between the beliefs and practices. Data on teachers’ practices were collected via 153 h of classroom observations from 51 Turkish EFL teachers at two different universities, and teachers’ beliefs were gathered by a task about OCF. The results showed that teachers’ beliefs and practices were consistent on the aspects of perceived effectiveness, grammatical errors, implicit and explicit feedback. However, their beliefs and practices were inconsistent regarding lexical, phonological errors, and timing of OCF. The results also revealed that of the three individual differences, teaching experience most impacted the consistency between beliefs and practices, thus showing the greater role of teaching experience over special training and educational background on the consistency between beliefs and practices about OCF.

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