scholarly journals The Long-Term Effectiveness of Written Corrective Feedback in an EFL Writing Class

2012 ◽  
Vol null (21) ◽  
pp. 9-35
Author(s):  
Sun-Young Kim
Keyword(s):  
Corrective Feedback ◽  
Efl Writing ◽  
Written Corrective Feedback ◽  
Writing Class

The Debate of Written Corrective Feedback: What to do And Where to Go

2017 ◽  
Vol 1 (3) ◽  
pp. 372
Author(s):  
Suhartawan Budianto ◽  
Nur Mukminatien ◽  
Mohammad Adnan Latief
Keyword(s):  
Corrective Feedback ◽  
Learning Outcome ◽  
Term Effect ◽  
Controversial Issue ◽  
Efl Writing ◽  
Efl Learners ◽  
Written Corrective Feedback ◽  
Long Term Effect ◽  
Alternative Techniques

<p>This article presents the debate of written direct CF (WCF) stated by the previous studies. Being a controversial issue leads written CF into two different positions: that written CF is plausible for ESL and EFL learners (Bitchener et al, 2005; Bitchener, 2008; Bitchener &amp; Knoch, 2008, 2009, 2010; Bruton, 2007, 2009; Chandler, 2003; Lee, 2008a, 2008b, 2008c; Montgomery &amp; Baker, 2007; Lundstrom &amp; Baker, 2009; Vasquez &amp; Harvey, 2010; Evans et al., 2010) or that it does not contribute significantly for ESL and EFL learners (Truscott &amp; Hsu, 2008; Bruton, 2007). Through the debate, there are two queries revealed: what to do and where to go. Finally, it can be concluded that an effort to assist learners in improving their accuracy of ESL and EFL writing has to be conducted by a teacher, and CF is one of the alternative techniques among others to make the learning outcome better. Moreover, both local and global aspects are to be checked and treated proportionally meaning the written CF should not only concern local aspects but also global aspects. Later, it would be better to evaluate the long term effect of providing WCF on other occasions (a month or a semester after WCF is given).</p><p> </p><p><strong>Keywords: </strong><em>Written Direct CF, Indirect CF</em><em> <strong></strong></em></p>

The Use of Models as Written Corrective Feedback in English as a Foreign Language (EFL)Writing

2017 ◽  
Vol 37 ◽  
pp. 110-127 ◽  
Author(s):  
María del Pilar García Mayo ◽  
Udane Loidi Labandibar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Corrective Feedback ◽  
Negative Attitude ◽  
Learning Potential ◽  
Feedback Processing ◽  
Efl Writing ◽  
Efl Context ◽  
Written Corrective Feedback ◽  
Writing Task

ABSTRACTThe language learning potential of writing has been an underresearched topic in the English as a foreign language (EFL) context. The present study investigates what Basque-Spanish EFL teenage learners (n = 60) notice when writing a composition in response to visual stimuli in a three-stage writing task including output, comparison, and delayed revision. The present study also explores how this noticing and feedback processing affects their subsequent revisions. The findings revealed that participants noticed mainly lexical problems, although they also paid attention to content features. Moreover, more proficient learners and guided learners noticed more features. A qualitative analysis of the results indicated that, overall, learners had a negative attitude toward writing and modeling, but those with more positive beliefs incorporated more items in subsequent revisions. A number of implications for research and pedagogy will be discussed.

scholarly journals Taiwanese Student Attitudes Towards Error Correction and Written Corrective Feedback in L2 Writing Classes

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
David R. Berg ◽  
Yichen Lu
Keyword(s):  
Error Correction ◽  
Student Attitudes ◽  
Corrective Feedback ◽  
L2 Writing ◽  
Self Report ◽  
Writing Teachers ◽  
Writing Classes ◽  
Efl Writing ◽  
Written Corrective Feedback ◽  
Writing Students

<p>Error correction and corrective feedback in L2 writing has long been an important issue for EFL teachers and researchers, as well as EFL students. This study aimed to examine a population of Taiwanese EFL writing students to assess their attitudes and preferences for corrective feedback in their English writing. This study utilized a 31-question self-report survey to gather data from 79 EFL writing students. Results indicate that most students felt it was very important for the teacher to provide comprehensive direct or indirect coded feedback on all types of errors, but mostly on grammatical errors. The findings hold important implications for EFL writing teachers in Taiwan. EFL writing teachers should have open dialogues with their students in order to determine the most beneficial form of feedback for each class.</p>

scholarly journals Corrective Feedback to Improve Students Writing Ability

2017 ◽  
Vol 1 (2) ◽  
pp. 59
Author(s):  
LINA MARIANA ◽  
Diani Nurhajati
Keyword(s):  
Creative Writing ◽  
Short Story ◽  
Lesson Study ◽  
Corrective Feedback ◽  
Grammatical Structure ◽  
Writing Ability ◽  
Written Corrective Feedback ◽  
Writing Class ◽  
Before And After ◽  
Oral Corrective Feedback

This article refers to a Lesson Study research implementing Corrective Feedback to enhance the students writing ability. The research aims to identify: (1) kinds and types of corrective feedback given by the lecturer to improve the students writing ability and (2) the process of giving corrective feedback in Creative Writing classroom. It was conducted to 37 second year students in the odd semester of 2016/2017 academic year of a University of Nusantara PGRI in Kediri, East Java. Questionaire, interview and tests were given before and after the implementation of corrective feedback activities and it had two cycles, consisting of three main stages, they are Plan, Do and See stage. The instruments used were questionnaire and interviews were given to the students before and after the implementation. The result showed that corrective feedback activities improved students writing ability. The students were interested in creative writing class as they paid good attention and felt fun when they were involved in making creative paragraphs consisting of a short story to be presented in front of the class and expressed their ideas upon the stories given. Their worries of making mistakes were decreased since the lecturer gave oral corrective feedback directly when they made mistakes in deciding the intrinsic elements of making short story and also when the lecturer made some notes upon their works as written corrective feedback discussing about the aspects of writing such as grammatical structure of sentences, vocabulary, ideas, organization and also mechanic. After having some beneficial notes to be revised the students will absolutely get the points about what the mistakes and weaknesses they made that not to be done again for the next project.

scholarly journals Students’ Preferences Towards Lecturer’s Written Corrective Feedback in Writing Class

2021 ◽  
Author(s):  
Gusti Sofia Rizky Ramadhani ◽  
Abdul Muth’im ◽  
Emma Rosana Febriyanti
Keyword(s):  
Corrective Feedback ◽  
Written Corrective Feedback ◽  
Writing Class

scholarly journals WRITTEN CORRECTIVE FEEDBACK IN ACADEMIC WRITING CLASS: HOW DOES EXPERIENCED TEACHER LEAD THE EFFECTIVE PRACTICE?

2021 ◽  
Vol 19 (1) ◽  
pp. 150
Author(s):  
Dayat Dayat
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Learning Experience ◽  
Corrective Feedback ◽  
Structured Interview ◽  
Student Writing ◽  
Experienced Teacher ◽  
Written Corrective Feedback ◽  
Writing Class ◽  
Teacher Students

<p class="StyleAuthorBold"><strong>Abstract</strong></p><p>The research aimed to investigate an Indonesian academic writing teacher’s practice on written corrective feedback (WCF) in academic writing class. A case study involving an experienced Indonesian academic writing teacher and teacher students were employed. To gather data, a semi-structured interview was conducted. The data were then analyzed using the content analysis method. The findings indicated that the teacher’s practice on WCF was mediated by her language learning experience. Thus, the teacher provided WCF on her students’ writing drafts by considering the students’ personalities and their level of writing ability. In correcting student writing errors, the teacher used several types of WCF; direct and indirect correction; metalinguistic clues to the errors; and the reformulation of the wrong words. The relevant pedagogical implications for teachers in conceptualizing WCF and in learning and practicing it on their daily instruction based on their knowledge, experience, and reflection-on-practice.</p><p> </p><p class="StyleAuthorBold"><strong><em>Abstrak</em></strong></p><p><em>Penelitian bertujuan untuk mendeskripsikan praktik dosen Indonesia dalam penulisan akademik tentang umpan balik korektif tertulis (WCF) di kelas penulisan akademik. Penelitian termasuk studi kasus yang melibatkan seorang dosen Indonesia dalam menulis akademik yang berpengalaman dan mahasiswa. Untuk mengumpulkan data, dilakukan wawancara semi-terstruktur. Data tersebut kemudian dianalisis dengan menggunakan metode analisis isi. Temuan menunjukkan bahwa praktik dosen pada WCF dimediasi oleh pengalaman belajar bahasanya. Dosen memberikan WCF pada draf tulisan mahasiswanya dengan mempertimbangkan kepribadian mahasiswa dan tingkat kemampuan menulisnya. Dalam mengoreksi kesalahan menulis mahasiswa, dosen menggunakan beberapa jenis WCF; koreksi langsung dan tidak langsung; petunjuk kesalahan metalinguistik; dan perumusan ulang kata yang salah. Implikasi pedagogis yang relevan bagi dosen dalam membuat konsep WCF dan dalam mempelajari serta mempraktikkannya pada instruksi harian berdasarkan pada pengetahuan, pengalaman, dan refleksi pada praktik yang dilaksanakan.</em></p>

scholarly journals WRITTEN CORRECTIVE FEEDBACK APPLIED BY ENGLISH TEACHER AT THE EIGHTH GRADE STUDENTS OF SMP NU PALANGKA RAYA

2021 ◽  
Vol 4 (2) ◽  
pp. 33
Author(s):  
Umratul Janah ◽  
Wahyuningsih Usadiati ◽  
Ristati Ristati
Keyword(s):  
Data Collection ◽  
Corrective Feedback ◽  
Eighth Grade ◽  
Written Feedback ◽  
English Teacher ◽  
Word Choice ◽  
Written Corrective Feedback ◽  
Writing Class ◽  
Eighth Grade Students ◽  
Affective Feedback

This study was aimed at investigating written corrective feedback applied by an English teacher in writing class at eighth grade students of SMP NU Palangka Raya. Two research questions were formulated in this study. (1) How is the teacher written corrective feedback technique applied in English class of SMP NU Palangka Raya; (2) What are written feedback patterns applied by an English teacher in writing class at eighth grade students of SMP NU Palangka Raya.  This study was case study with qualitative approach. For the data collection, it was used the instruments such as observation equipped with observation checklist, interview equipped with interview guideline, documentation and field notes. To analyze the data, it was through the techniques: data collection, data display, data reduction, and conclusion/drawing. For the data endorsement, it was used triangulation technique. The results showed that the teacher applied written corrective feedback technique in the class by some steps. The written corrective feedback applied by the teacher focuses on correct word choice, punctuation, grammar, organization, spelling, and content. The teacher also used affective feedback which feedback in the form of motivation on teacher’s writing. The patterns of written corrective feedback were feedback sandwich and gold star. Students’ response through written corrective feedback applied were: (1) teacher written feedback was objective, (2) teacher written feedback was clear, (3) teacher written feedback assisted the students (4) teacher written feedback was encouraging

Sign in / Sign up

Export Citation Format

Share Document