scholarly journals Classifying Written Corrective Feedback for Research and Educational Purposes: A Typology Proposal

2020 ◽  
Vol 22 (2) ◽  
pp. 211-222
Author(s):  
Benjamín Cárcamo
Keyword(s):  
Mode Of Delivery ◽  
Corrective Feedback ◽  
Written Corrective Feedback ◽  
Different Types

Although several investigations have been carried out in recent years on written corrective feedback (WCF), there is a lack of agreement about its definition and the effect on students’ writings of different types of feedback. This may be due to the lack of systematicity regarding the characterization of WCF used in those studies. This article seeks to review the concept of WCF in studies in the field and to systematize the various aspects considered in a typology, which includes specification, focus, scope, source, mode of delivery, and notes. The resulting typology should help improve the effectiveness in the comparison of WCF studies and serve as a reference for teachers interested in expanding their practices.

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 The correlation between cognitive styles and written corrective feedback preferences among Iranian and Turkish EFL learners

2021 ◽  
Vol 16 (2) ◽  
pp. 669-685
Author(s):  
Parivash Jamali Kivi ◽  
Ronald M. Hernández ◽  
Jorge Luis Escalante Flores ◽  
Doris Fuster-Guillén
Keyword(s):  
Learning Styles ◽  
Research Question ◽  
Cognitive Styles ◽  
Corrective Feedback ◽  
Placement Test ◽  
Efl Learners ◽  
Written Corrective Feedback ◽  
Different Types ◽  
Efl Students ◽  
Iranian Students

This study aimed at finding the correlation between Iranian and Turkish EFL learners’ cognitive styles and their preferences for different WCF types. Sixty out of seventy-five EFL students at the intermediate level in two contexts (Iran and Turkey) were selected through the Oxford Placement Test. There were two instruments in this research: The Learning Styles Questionnaire, and CF questionnaire. The researcher gave detailed instructions on how to complete the surveys. The findings demonstrated that there was a correlation between EFL students’ cognitive styles and their WCF preferences in both Iran and Turkey contexts. The second research question results indicated that there was a relationship between learners’ cognitive styles and their preferences for different types of errors to be corrected. The results of the third research question showed that the correlation between Iranian students’ cognitive styles and their preferences for different CF frequencies was not significant. The last research question results showed that the correlation between Turkish students’ cognitive styles and their preferences for different CF frequencies was not significant.   Keywords: Cognitive Styles – EFL Learners – Preferences – Written Corrective Feedback.

scholarly journals COUNTERPOINT PIECE: THE CASE FOR VARIETY IN CORRECTIVE FEEDBACK RESEARCH

2013 ◽  
Vol 35 (1) ◽  
pp. 167-184 ◽  
Author(s):  
Roy Lyster ◽  
Leila Ranta
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Corrective Feedback ◽  
Different Types ◽  
The Impact

Goo and Mackey (this issue) outline several apparent design flaws in studies that have compared the impact of different types of corrective feedback (CF). Furthermore, they argue that SLA researchers should stop comparing recasts to other types of CF because they are inherently different kinds of phenomena. Our response to their article addresses (a) the claim that the recast-learning relationship has been “settled,” (b) the misleading representation of our views on uptake, (c) the characterization of the CF comparison studies as being weak and invalid, and (d) Goo and Mackey’s recommendations concerning the most appropriate approach to investigating the effect of feedback on second language learning.

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 Iranian EFL Learners’ Reaction to Teacher’s Written Corrective Feedback

2017 ◽  
Vol 6 (3) ◽  
pp. 254
Author(s):  
Abdolvahed Zarifi
Keyword(s):  
High School Students ◽  
Cognitive Process ◽  
Corrective Feedback ◽  
Thought Processes ◽  
School Students ◽  
Writing Classes ◽  
Efl Learners ◽  
Written Corrective Feedback ◽  
Different Types ◽  
The Impact

Providing different types of corrective feedback on learners’ writing is a common practice in writing classes. Applied linguists have also invested huge attempt in investigating the impact that coorective feedback might have on developing different language skills among EFL/ESL writers. Despite the breadth of empirical research on the issue, literature has witnessed very few studies addressing the writer thought processes in dealing with the corrective feedback they recieve from their instructors. Therefore, the present qualitative study, which explores the way Iranian EFL learners respond to teacher corrective feedback, is an answer to this research need. The study included a sample of ten female high school students who were purposively selected and investigated for the cognitive process they assumed in responding to teacher written corrective feedback and their preferences for CF in writing tasks. Findings of the study have revealed that EFL learners go through a long and sophisticated thought process, reviewing, evaluating and finally accepting or ‘submiting to’ teacher corrective feedback.  

scholarly journals The effects of different types of written corrective feedback on students’ texting mistakes

2020 ◽  
Vol 3 (3) ◽  
pp. 174
Author(s):  
Hasan Güner Berkant ◽  
Nuriye Batmaz Derer ◽  
Ozgur Kursad Derer
Keyword(s):  
Qualitative Data ◽  
Mixed Model ◽  
Descriptive Analysis ◽  
Corrective Feedback ◽  
Feedback Type ◽  
Written Corrective Feedback ◽  
Different Types ◽  
The Difference ◽  
Direct Feedback ◽  
Quantitative And Qualitative Methods

The main purpose of this research was to investigate the effects of different types of written corrective feedback on students' texting mistakes in English lessons. In the study, a mixed model including quantitative and qualitative methods was engaged. Two-factor ANOVA was used for mixed measurements to test the significance of the difference between the error numbers of the three types of feedback except direct feedback. The qualitative data of the study were collected by examining the texts and the interviews about the effect of the four feedbacks were made with the students. Content analysis and descriptive analysis were performed. At the end of the study, in the quantitative findings obtained, the most effective type of feedback is the underlined feedback. As for the qualitative findings obtained from the students' opinions, the feedback type in which the error is coded and the information is given is the most effective type.

scholarly journals WRITTEN CORRECTIVE FEEDBACK ON EFL STUDENTS AT AN ISLAMIC JUNIOR HIGH SCHOOL

2020 ◽  
Vol 5 (2) ◽  
pp. 161-173
Author(s):  
Eka Mareta Suharyanti ◽  
Endang Fauziati
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Corrective Feedback ◽  
Teaching Writing ◽  
Central Java ◽  
Written Corrective Feedback ◽  
Different Types ◽  
Efl Students ◽  
Second Year

Teachers provide students with corrective feedback for guiding them in the process of teaching a language. This study aimed to investigate the types of corrective feedback that the teacher used in teaching writing recount text, this also employed to reveal the students' motivation for writing recount texts, and to explore the benefit of teacher corrective feedback to the students' ability in writing recount text at Manbaul Huda Islamic Junior High School Central Java Indonesia. Descriptive qualitative method was employed by interviewing both the teacher and the second-year students. The participants were three teachers and twenty students. There were three guided Interview questions for teachers and two questions for students. The findings of this study turned out that the teacher employed indirect corrective feedback and gave symbols to the student’s error production. Most of the students are highly motivated to be able to write a status on Facebook or other online media by using English. The most important advantage of obtaining corrective feedback for the students is to understand the use of grammar in making a sentence. This study concluded that the motivation of the students to write recount text was to get teacher corrective feedback to be able to write the appropriate sentence and to increase their ability in writing English. This also implied that different types of corrective feedback might impact differently to the students in improving their motivation to learn English more.

scholarly journals Efficacy of Written Corrective Feedback as a Tool to Reduce Learners’ Errors on L2 Writing

2018 ◽  
Vol 8 (5) ◽  
pp. 166
Author(s):  
Aisha Tanveer ◽  
Mehwish Malghani ◽  
Durdana Khosa ◽  
Maria Khosa
Keyword(s):  
Quantitative Research ◽  
Corrective Feedback ◽  
Reduction Rate ◽  
Control Group ◽  
Efl Learners ◽  
Treatment Groups ◽  
Written Corrective Feedback ◽  
Different Types ◽  
Better Than

Over the last few decades, considerable research has been done to investigate the role of written corrective feedback in SLA classrooms. However, early researches suffered from major design flaws and consequently failed to draw any definite conclusions. In order to move this line of research it is important to analyze the issue in EFL/ESL settings. This research study, by applying quantitative research design, seeks to investigate the effectiveness of WCF on 30 low-intermediate EFL learners and their error reduction rate on pre, post and delayed posttest. Two different types of WCF (direct and indirect metalinguistic) were provided on two error categories, i.e. articles and past tense. Statistical analysis indicated that both treatment groups performed significantly better than control group on subsequent drafts. Thus, the present study by proving the efficacy of WCF at least on above mentioned error categories strengthens the case in favor of WCF in L2 classrooms.

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