scholarly journals Corrective Feedback in the Saudi EFL Writing Context: A New Perspective

2019 ◽  
Vol 9 (3) ◽  
pp. 325
Author(s):  
Sami Ali Nasr Al-wossabi
Keyword(s):  
Teaching Methods ◽  
Corrective Feedback ◽  
Writing Classes ◽  
Efl Writing ◽  
Effective Learning ◽  
Efl Context ◽  
Perceptions And Attitudes ◽  
Efl Students ◽  
Students Attitudes ◽  
New Perspective

Corrective feedback (CF) in writing classes has been a central issue in the field of SLA. Various SLA studies recommended that raising the awareness towards EFL students' perceptions and attitudes of CF practices might lead to more effective learning of writing skills and more successful teaching methods in the L2 classroom (Ellis, 2009; Ferris, 2007; Lee, 1997; Pawlak, 2014). The present paper proposes a new perspective towards the use of CF practices in writing classes at the Saudi EFL context. The study, therefore, aims at collecting necessary data on students' attitudes towards the proposed practices of CF and finding out whether such practices would be positively or negatively perceived by students. It also aims at finding out whether or not such practices are beneficial for students. The results showed approval on the use of the proposed practices of CF among the majority of participants. Participants were motivated and exhibited patent ability for self-correction.

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 Teacher Constructed Corrective Feedback Enhancing Students Writing Skills in EFL Classroom

2019 ◽  
Vol 10 (5) ◽  
pp. 103
Author(s):  
Kesavan Vadakalur Elumalai
Keyword(s):  
Writing Skills ◽  
Corrective Feedback ◽  
Language Abilities ◽  
Writing Classes ◽  
Writing Skill ◽  
Free Writing ◽  
Post Test ◽  
Efl Students ◽  
Advanced Writing

The present study states in the field of teaching EFL students in the process of writing correct feedback in the classroom, the study was conducted to explore the influence of feedback on the students’ writing skill and language abilities in grammar. 30 student participants enrolled in “Advanced Writing” classes were administered to write a short paragraph of their interested topics for 15 weeks they were given separate note books to write essay, letter and a short paragraph of any instant situation and were also asked to write eight essays throughout the semester. At the beginning semester, students were taken pre-test open-ended questionnaire and at end of the semester were taken post- test, both test involves the students’ method of writing and its benefits of feedback. The obtained data showed that the students’ language abilities significantly improved especially in the grammar and vocabulary. The students also reported their satisfaction in the free-writing method which allowed them to learn more on self-expression and organization of ideas.

scholarly journals EFL Writing Students’ Responses towards Teacher Feedback to Enhance Their Writing Quality

2021 ◽  
Vol 11 (1) ◽  
pp. 20
Author(s):  
Listyani Listyani
Keyword(s):  
Corrective Feedback ◽  
Teacher Feedback ◽  
Writing Quality ◽  
Writing Classes ◽  
Efl Writing ◽  
Efl Learners ◽  
Writing Students

This study deals with seventy-six students’ feelings and perceptions on the teacher feedback that they received from their writing classes. Teacher feedback is sometimes seen as something unwanted, sickening, and even frustrating. Some students do not like getting feedback from their teachers as they think that the feedback corners them, pinpointing their weaknesses and errors. This makes them full of stress and have greater anxiety. Those aspects may be the negative sides of feedback that some students perceive. As a matter of fact, if learners are willing to look deeper into the benefits of feedback that teachers give, especially in writing, they will not feel the negative sides of feedback. Instead, they will crave and wait for it. The purpose of this study is to reveal the perceptions of 76 EFL learners’ reactions towards teacher feedback that they received in their writing classes. The results of the study hopefully can inspire writing lecturers to give supportive corrective feedback, so that EFL learners’ writing can be improved.

Efficacy of Three Different kinds of Error Feedback on EFL Students’ Writing in China

2015 ◽  
Vol 3 (3) ◽  
pp. 155-164
Author(s):  
Zhuxiu Tan ◽  
Chen Jiliang
Keyword(s):  
Tertiary Education ◽  
Language Abilities ◽  
Writing Classes ◽  
Advanced Learners ◽  
Efl Writing ◽  
Chinese Context ◽  
English Writing ◽  
Effective Feedback ◽  
Efl Students

Feedback is very important for learners to improve their writing but providing effective feedback is not an easy job for the teachers who teach English writing. This is particularly true in tertiary education in Chinese context. Teacher’s explicit feedback (TEF), implicit feedback (TIF) and the guided peer review (GPR) are three types of feedback commonly used by English teachers in the EFL writing classes in China. This paper aims to examine the effects of these three different types of feedback on college students’ writings in Chinese context by using a pretest and posttest treatment, questionnaires and a case study. The qualitative results reveal that the three types of feedback are all valued by students and do help to improve their writing. GPR and TIF are preferred mostly by advanced learners but GPR triggers more self-initiated revisions and more unsuccessful revisions are found in the TIF class. TEF is mostly favored by students with lower language abilities and more successful revisions are reported in this class. These findings are consistent with the results of the pretest and posttest from the three classes. The quantitative data show that GPR contributes the highest mean score to students’ writing, and TEF the second while TIF the last. The implications of these findings are also discussed.

scholarly journals DO COMPREHENSIVE AND SELECTIVE CORRECTIVE FEEDBACK REALLY WORK FOR L2 WRITING ACCURACY? AN OVERVIEW FROM INDONESIAN CONTEXT

2020 ◽  
Vol 8 (1) ◽  
pp. 69-77
Author(s):  
Herlinawati ◽  
Ali Saukah ◽  
Nur Mukminatien ◽  
Uzlifatul Masruroh Isnawati ◽  
Adolf Bastian
Keyword(s):  
Corrective Feedback ◽  
L2 Writing ◽  
Efl Writing ◽  
Writing Teacher ◽  
Grammatical Accuracy ◽  
Efl Students ◽  
Research Questions ◽  
Writing Accuracy ◽  
Communicative Context ◽  
True Experiment

Purpose of the study: Investigating the effect of corrective feedback on Indonesian students' writing accuracy was the aim of this present study. Methodology: The methods used were a true experiment with a pretest-treatment-posttest-delayed posttest design was employed to address the research questions and a two-way ANOVA to examine. Main Findings: The data collected was the grammatical accuracy scores from the three groups (comprehensive corrective feedback/CCF, selective corrective feedback/SCF, and non-grammatical feedback/NGF). Applications of this study: Indonesian EFL students’. Novelty/Originality of this study: EFL writing teacher is suggested to accommodate the integrated teaching of grammatical features in a communicative context.

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 Truscott’s Claims in Giving Corrective Feedback: Does it Matter in EFL Writing Context?

2013 ◽  
Vol 8 ◽  
pp. 8-23
Author(s):  
Hussein Meihami
Keyword(s):  
Corrective Feedback ◽  
Complex Structures ◽  
Accuracy Improvement ◽  
Efl Writing ◽  
Writing Ability ◽  
Grammatical Errors ◽  
Efl Students ◽  
Direct Feedback ◽  
Writing Practice ◽  
Do So

Giving Corrective Feedback in students’ writings has got the center of attention in the recent years. The question of whether to give CF to students or not to do so has become a controversial quest. In this research three Truscott’s claims on giving CF were investigated to EFL students’ writing. For the purpose of this investigation Direct Feedback has been used to draw the conclusion on Truscott’s claims. These claims are: (a) correction may have value for non-grammatical errors but not for errors in grammar; (b) students are inclined to avoid more complex constructions due to error correction; and (c) the time spent on CF may be more wisely spent on additional writing practice to improve writing ability. The obtained results indicated that giving CF to students’ grammatical errors has a significant result on their accuracy improvement. The research also showed that students don’t tend to avoid Complex Structures due to the CF provided on these structures. And finally it indicated that in a class without any provided CF and just with doing exercises on a specific subject the accuracy of students decrease during a writing program.

scholarly journals Written corrective feedback across different levels of EFL students’ academic writing proficiency: Outcomes and implications

2020 ◽  
Vol 7 (2) ◽  
pp. 472-485
Author(s):  
Suhartawan Budianto ◽  
Teguh Sulistyo ◽  
Oktavia Widiastuti ◽  
Dwi Fita Heriyawati ◽  
Saiful Marhaban
Keyword(s):  
Academic Writing ◽  
English Education ◽  
Writing Process ◽  
Corrective Feedback ◽  
Writing Proficiency ◽  
Efl Writing ◽  
Proficiency Level ◽  
Efl Students ◽  
Global And Local ◽  
The Impact

This current research aimed at finding out the impact of different feedback modes, that is indirect corrective feedback and direct corrective feedback, on the writing proficiency of EFL students at the university level. Direct and indirect corrective feedbacks were provided by covering global and local aspects of writing together. This study reported on a 14-week study with 63 students majoring in the English Education Department of an outstanding university in Surabaya, Indonesia. The pre-test was given to 35 students that belonged to a high proficiency level group, whereas 28 students belonged to the low proficiency level. The proficiency level was used to examine whether the corrective feedback was effective for certain levels of learners’ proficiency. An experimental design was run to examine whether there was a noteworthy different impact of direct corrective feedback (DCF) and indirect corrective feedback (ICF) on descriptive essays produced by EFL students. Two groups of participants, DCF group and ICF group, wrote eight topics in which each was treated using different feedback. The results revealed that the DCF is more powerful than ICF and contributes significantly to improve students’ EFL writing, regardless of the students’ level of proficiency (high or low). The outcomes of DCF and ICF in the EFL writing process that do not depend on proficiency level indicates that the use of DCF and ICF is not influenced by proficiency level. In other words, direct corrective feedback is advantageous for both low and high proficiency learners in EFL writing process.

scholarly journals 'GRAMMARLY' AS A TEACHERS' ALTERNATIVE IN EVALUATING NON -EFL STUDENTS WRITINGS

2021 ◽  
Vol 6 (2) ◽  
pp. 141-152
Author(s):  
Tira Nur Fitria
Keyword(s):  
Qualitative Method ◽  
Complex Sentence ◽  
Passive Voice ◽  
Writing Classes ◽  
Efl Writing ◽  
Inappropriate Use ◽  
Efl Students ◽  
Automatic Software ◽  
Writing Errors ◽  
Online Software

 In evaluating students’ EFL writing, lecturers nowadays can implement corrective evaluation by using an online automatic software. Grammarly is automated online software that is comonly used in EFL writing classes. It is an internet proofreading service that evaluates the correctness grammarl, spelling, punctuation, and vocabulary as well as detects plagiarism. This paper reports research aimed at exploring the use of Grammarly software for evaluating non-EFL students’ writings. This research employed descriptive-qualitative method with students of ITB AAS Indonesia as the data sources. The results of analysis show that in correcting students' language errors, lecturers can evaluate and analyze in details without a lot of correcting efforts or improvements. Grammarly can be considered as a useful tool for lecturers who need to correct non-EFL students’ writings. Grammarly will automatically check or detect the work being typed from various related aspects. Various writing errors made by the students were found in Grammarly’s reports, both in the aspect of correctness and clarity. Correctness is concerned with the mechanical norms in writing, whereas clarity deals with concise and direct language use. The spelling errors found in students’ writings are text inconsistencies, misspelled words, and improper formatting whereas for grammatical there are subject-verb disagreement, passive voice misuse, as well as unclear, wordy, and incomplete sentences. Meanwhile, the errors in punctuation are shown by inappropriate use of punctuation marks in compound/complex sentence, comma misuse within clauses, and improper formatting. It can be concluded that Grammarly can be an alternative for lecturers’ in evaluating non-EFL students' writings.

scholarly journals Integrating Wiki in Hybrid EFL Writing Class: Exploring Indonesian Students’ Perceptions of Its Benefits and Challenges

2021 ◽  
Vol 5 (1) ◽  
pp. 27
Author(s):  
Astrida Hafni ◽  
Rahmah Fithriani
Keyword(s):  
New Technology ◽  
Technology Enhanced Learning ◽  
Writing Classroom ◽  
Learning Approaches ◽  
State University ◽  
Online Questionnaire ◽  
Writing Classes ◽  
Efl Writing ◽  
Writing Class ◽  
Efl Students

This case study put forward a hybrid learning practice in English as a foreign language (EFL) writing classroom through the integration of Wiki.  The purpose of this study was to investigate Indonesian students’ perceptions of the benefits and challenges of Wiki integrated in a hybrid EFL writing class. Seventy-nine EFL students enrolled in Advanced Writing 1 classes at a state university in Medan, Indonesia, were recruited to be the participants. The data for this study were collected using three instruments, namely; observation, online questionnaire for all participants, and interview with 10 voluntary participants. The collected data were later analyzed using content analysis.  The results revealed that overall, the participants found Wiki integration in EFL writing classes advantageous because it allows them to have meaningful interactions with their peers while also improving their writing skills. They, however, also identified some functional difficulties when navigating the platform, highlighting the necessity to adapt their past learning processes in order to adopt new, technology-enhanced learning approaches.

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