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

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.

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Utilization of Edmodo as an Online Tool in EFL Writing Class to Increase Students’ Writing Ability

10.18326/rgt.v11i1.37-58 ◽

2018 ◽

Vol 11 (1) ◽

pp. 37

Author(s):

M. Zaini Miftah

Keyword(s):

Small Group ◽

Small Groups ◽

Efl Writing ◽

Online Tool ◽

Writing Ability ◽

Qualitative And Quantitative ◽

Writing Class ◽

Efl Students ◽

Field Notes ◽

Writing Task

This article reports the results of investigation on the utilization of Edmodo as an online tool in EFL writing class to increase the students’ ability in producing an argumentative essay. Classroom Action Research was applied in the study. 15 Indonesian EFL students who enrolled in the course of Argumentative Writing became the participants of the study. Observation, writing task, questionnaire, and field notes were used for the data collection. The data obtained were categorized into qualitative and quantitative data. The collected data were then analyzed for the conclusion drawn. The results show that the utilization of Edmodo in EFL writing class could significantly increase the students’ ability in producing an argumentative essay in the Cycle 2. The Appropriate teaching procedures are; prepare the teaching materials, introduce Edmodo, guide students to get ready to use Edmodo, give an opportunity to students to get in the Edmodo group, train students to use Edmodo group, group students in the small group via Edmodo, give students writing tasks through Edmodo, provide a guideline and tell students to follow the guideline to access their small group, ask students to post their first drafts of an argumentative essay on their small groups, ask students to give feedback on their peers’ works, ask students to revise their drafts of the argumentative essay based on the their peers’ feedback and teacher, and ask students to post their final products of an argumentative essay on their Edmodo account.Keywords: Edmodo; Online tool, EFL writing class, Writing ability, Argumentative essay

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WRITTEN CORRECTIVE FEEDBACK IN WRITING SKILL: A BRIEF REVIEW

INFERENCE: Journal of English Language Teaching ◽

10.30998/inference.v4i2.6552 ◽

2021 ◽

Vol 4 (2) ◽

pp. 209

Author(s):

Setiyowati Setiyowati ◽

Hanna Sundari

Keyword(s):

Thematic Analysis ◽

Corrective Feedback ◽

Research Papers ◽

Treatment Length ◽

Written Corrective Feedback ◽

Grammatical Errors ◽

Efl Teachers ◽

Efl Students ◽

Analysis Design ◽

Review Study

The study presented here includes collectively selected research papers that emphasize written corrective feedback, particularly Direct Written Corrective Feedback and Indirect Written Corrective Feedback. Writing is considered the most challenging task for students because writing needs the student's creativity to form ideas of their minds into a form of a text. Some difficulties that EFL students in writing usually find are the lack of the knowledge to choose the appropriate vocabulary, and they also have some problems in grammar and syntax. To overcome these, Written Corrective Feedback (WCF) has been used widely to show students grammatical errors in EFL students' writing works and help EFL students minimize their errors. The Written Corrective Feedback also shows students' performance in enhancing their writing accuracy. Five selected research papers have been selected to give some enlightenment about the effectiveness of Written Corrective Feedback. The feedback was given by EFL teachers and lecturers who teach in Indonesia, China, Iran, Malaysia, and Thailand. The method that is used in this literature review study is thematic analysis design. These are divided into five themes. The themes are Participants, Treatment, The Treatment Length, Instruments and Writing Prompt, and The Effectiveness of The Written Corrective Feedback. The findings reveal various results in the use of Direct Written Corrective Feedback and Indirect Written Corrective Feedback.

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Investigating Chinese EFL College Students’ Writing Through the Web-Automatic Writing Evaluation Program

English Language and Literature Studies ◽

10.5539/ells.v9n3p20 ◽

2019 ◽

Vol 9 (3) ◽

pp. 20

Author(s):

Zongwei Song

Keyword(s):

College Students ◽

Writing Strategies ◽

Efl Writing ◽

Writing Evaluation ◽

Automated Writing Evaluation ◽

Vocabulary Richness ◽

Grammatical Errors ◽

Efl Teachers ◽

Efl Students ◽

Efl College Students

WWE-pigai is a kind of upgraded automated writing evaluation (AWE) system and there are 444,877,400 essays submitted and corrected on this platform. Some previous research on AWE system indicates that students do not tend to utilize AWE feedback to revise essays and improve writing abilities. The major objective of this study is to investigate Chinese EFL college students’ writing through the comparison of WWE-pigai and traditional writing method. The study lasts two terms and 120 Chinese colleges students participate in the research. The findings reveal that WWE-pigai can motivate EFL students to revise and resubmit their essays more than ten times, improve the scores, increase students’ grammar accuracy and vocabulary richness. The surface-level spelling errors (including punctuation mark misuse) are the most common for freshmen. WWE-pigai is not very effective to correct certain grammatical errors besides spelling and conjugation errors. For certain grammatical errors that the students cannot correct by themselves, the assistance of EFL teachers is necessary. We argue that the results reached through this study can offer useful implications for the usage of EFL writing strategies.

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

Theory and Practice in Language Studies ◽

10.17507/tpls.0903.11 ◽

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.

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

Humanities & Social Sciences Reviews ◽

10.18510/hssr.2020.8110 ◽

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.

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

English Language Teaching ◽

10.5539/elt.v10n10p43 ◽

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.

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The Use of Instagram in the Teaching of EFL Writing: Effect on Writing Ability and Students’ Perceptions

Studies in English Language Teaching ◽

10.22158/selt.v6n2p112 ◽

2018 ◽

Vol 6 (2) ◽

pp. 112

Author(s):

Astiti Dwi Handayani ◽

Bambang Yudi Cahyono ◽

Utami Widiati

Keyword(s):

Data Analysis ◽

Learning Process ◽

Test Scores ◽

Instructional Medium ◽

Efl Writing ◽

Writing Ability ◽

Significant Difference ◽

Post Test ◽

Efl Students

This study examined the effect of the use of Instagram on EFL students’ writing ability. It involved 34 EFL students of an Indonesian university. The students were taught to write opinion essays with Instagram as the instructional medium. The treatment was given in six meetings, excluding the writing pre-test and post-test. The students were asked to make an opinion essay in the pre-test and post-test. They were also asked to respond to a questionnaire designed to verify their perceptions on three aspects: their competence in writing, interest in the use of Instagram in the teaching and writing, and learning process. The results of the data analysis showed that there was a significant difference between the pre-test the post-test scores. Based on the findings of this study, some recommendations are given for teachers and future researchers regarding the use of Instagram on the teaching of EFL writing.

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The Effect of Collaborative Writing on EFL Students’ Grammatical Accuracy

International Letters of Social and Humanistic Sciences ◽

10.18052/www.scipress.com/ilshs.11.47 ◽

2013 ◽

Vol 11 ◽

pp. 47-56

Author(s):

Hussein Meihami ◽

Bahram Meihami ◽

Zeinab Varmaghani

Keyword(s):

Language Learning ◽

Collaborative Writing ◽

Corrective Feedback ◽

Foreign Language Learning ◽

Advanced Students ◽

Grammatical Errors ◽

Grammatical Accuracy ◽

Efl Students ◽

Age Range

Writing is considered as an activity which is done individually and the role of thumb for its feedback is thought to be provided by teachers and instructors. Although there has been a growing body of research on using pair and small group activities in second or foreign language learning in relation to oral skill (e.g. Speaking), on writing there are only a few well-documented researches. This research describes a study exploring the effect of collaborative writing on EFL student’s grammatical accuracy in their writing. A total of 50 Iranian Advanced students of English all male and with the age range of 20 to 24 participated in this study. The subjects were engaged in tasks in which they worked on each other’s writing and gave feedback on grammatical points to each other. Obtaining corrective feedback from their fellows, enabled students to pinpoint their grammatical errors better and subsequently improve their grammatical accuracy in their upcoming writings. The results suggest that collaborative writing (CW) is beneficial in allowing EFL learners to make gain in grammatical accuracy.

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Postgraduate instructors’ formative feedback on EFL students’ assignments in email communication: A gender-based study

The JALT CALL Journal ◽

10.29140/jaltcall.v16n2.188 ◽

2020 ◽

Vol 16 (2) ◽

pp. 85-105

Author(s):

Ghaleb Rabab'ah ◽

Souad Belgrimet

Keyword(s):

Corrective Feedback ◽

Formative Feedback ◽

Male Teachers ◽

Email Communication ◽

Male And Female ◽

University Instructors ◽

Feedback Strategies ◽

Efl Students ◽

Gender Based ◽

Direct Feedback

The present study seeks to delve into the intricacies of feedback strategies adopted by male and female Jordanian EFL postgraduate university instructors when responding to their students’ assignment submissions and inquiries via asynchronous communication mode, namely email communication, to see if there are any significant differences in their use of these strategies due to the gender of the instructors (male vs. female). A corpus of 180 emails was put under investigation (90 sent by male teachers and 90 sent by female instructors). These were analyzed quantitatively using a t-test to capture if there are significant differences in the use of formative feedback strategies between male and female Jordanian EFL instructors. The analysis was couched within a set of frameworks which all provided different types of corrective feedback, namely, Schute (2008) and Narciss and Huth (2004). Subsequently, a qualitative analysis followed in order to show how and why teachers implement a given formative feedback strategy. The findings indicate that female instructors employed more formative feedback strategies in comparison with their male counterparts. The most frequently used strategy among female teachers was direct feedback, the provision of cues and information tutoring, while male teachers made more use of questioning and in a number of emails, they provided no feedback. In light of the findings of the present study, some pedagogical implications might come to the fore.

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Reasons for College Students to Plagiarize in EFL Writing: Students’ Motivation to Pass

International Education Studies ◽

10.5539/ies.v9n9p99 ◽

2016 ◽

Vol 9 (9) ◽

pp. 99

Author(s):

Salwa Al Darwish ◽

Abdul Azeez Sadeqi

Keyword(s):

Free Choice ◽

Journal Writing ◽

The Internet ◽

English Department ◽

Efl Writing ◽

Fall Semester ◽

Writing Students ◽

Writing Skill ◽

Efl Students ◽

Writing Practice

EFL students acquire their writing skill through practice and hard work. However, there seems to be a lot of reasons why EFL students should find the task of composing an essay so difficult that leads them to plagiarize. For that, the present paper tries to find out the real motivation for EFL students to plagiarize in writing. This research was conducted with freshman writing students through Fall Semester 2015/2016 in the English Department. A simple questionnaire and journal writing was used. The results shows that mainly the participants plagiarize in writing just to get good grades and pass the course. Moreover, their main source for plagiarizing is the internet. However, through the journal writing practice, the policy of free choice of topics evoked divided reactions from students.

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