A Consideration of Dynamic Corrective Feedback to Develop Writing Accuracy

2021 ◽  
Vol 97 ◽  
pp. 273-287
Author(s):  
Katharine Y. Cho
Keyword(s):  
Corrective Feedback ◽  
Writing Accuracy

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.

scholarly journals The Effects of Corrective Feedback on Chinese Learners’ Writing Accuracy: A Quantitative Analysis in an EFL Context

2017 ◽  
Vol 7 (2) ◽  
pp. 74
Author(s):  
Xin Wang
Keyword(s):  
Corrective Feedback ◽  
The Other ◽  
Control Group ◽  
Grammar Instruction ◽  
College Level ◽  
Significant Group ◽  
L2 Learners ◽  
Grammatical Accuracy ◽  
Quasi Experimental ◽  
Writing Accuracy

Scholars debate whether corrective feedback contributes to improving L2 learners’ grammatical accuracy in writingperformance. Some researchers take a stance on the ineffectiveness of corrective feedback based on theimpracticality of providing detailed corrective feedback for all L2 learners and detached grammar instruction inlanguage classrooms. On the other hand, many researchers promote the efficacy and significance of the role playedby corrective feedback in the process of L2 writing. This research employs a quasi-experimental design andexamines two major issues: (1) the extent to which CF facilitates or improves students’ writing accuracy; (2) students’expectations and preferences for CF. The research consists of 105 college level EFL learners from three intact classesin an Eastern Chinese University. One class was assigned to the control group which only received comments oncontent of their writing. The other two classes were then assigned to each of the two experimental groups whichreceived indirect or direct CF. Data collection includes student text/error analysis, treatments (i.e., provision ofcorrective feedback), examination of tests (i.e., pretest, posttest and delayed posttest), and questionnaires. Within aresearch period of ten weeks, this study did not reveal statistically significant group differences between the two CFgroups and the control group on overall error reduction. However, students believed CF was important and beneficial,although there is contradiction between what the students believed and their teachers’ actual practices in theclassroom. Pedagogical recommendations for EFL teachers are also discussed.

Effects of Dynamic Corrective Feedback on ESL Writing Accuracy

2010 ◽  
Vol 44 (1) ◽  
pp. 84-109 ◽  
Author(s):  
K. James Hartshorn ◽  
Norman W. Evans ◽  
Paul F. Merrill ◽  
Richard R. Sudweeks ◽  
Diane Strong-Krause ◽  
...  
Keyword(s):  
Corrective Feedback ◽  
Esl Writing ◽  
Writing Accuracy

scholarly journals CORRECTIVE FEEDBACK AND WRITING ACCURACY OF STUDENTS ACROSS DIFFERENT LEVELS OF GRAMMATICAL SENSITIVITY

2016 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Ayu Rizki Septiana ◽  
Gunadi Harry Sulistyo ◽  
A. Effendi Kadarisman
Keyword(s):  
Corrective Feedback ◽  
State University ◽  
Significant Difference ◽  
Grammatical Sensitivity ◽  
Writing Accuracy ◽  
Parametric Statistical Test ◽  
High Level ◽  
And Control ◽  
Experimental Group ◽  
Better Than

<span>This study investigates whether indirect corrective feedback is effective o<span>n students’ writing <span>accuracy and whether there is any interaction between corrective feedback and students’ levels of <span>grammatical sensitivity. A quasi-factorial design was adopted for this research. The subjects of the <span>study were fourth-semester students of English Department, at a State University in Malang, selected <span>randomly. The experimental group was treated with indirect corrective feedback and the control <span>group with direct corrective feedback. A parametric statistical test, ANCOVA, was used to test the <span>hypotheses. The findings show that there was no statistical difference on writing accuracy between <span>the experimental and control groups. Yet, among students with a high level of grammatical <span>sensitivity, there was significant difference in writing accuracy between those given indirect and <span>direct corrective feedback. Further, there was no interaction between corrective feedback on writing <span>accuracy and students’ levels of grammatical sensitivity. However, indirect corrective feedback <span>improved students’ writi<span>ng accuracy better than direct corrective feedback.</span></span></span></span></span></span></span></span></span></span></span><br /></span></span></span>

Effects of dynamic and non-dynamic corrective feedback on EFL writing accuracy during dyadic and small group interactions

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Ehsan Rassaei
Keyword(s):  
Small Group ◽  
Corrective Feedback ◽  
The Other ◽  
Dynamic Feedback ◽  
Dyadic Interactions ◽  
Proximal Development ◽  
Group Interactions ◽  
Efl Learners ◽  
Writing Test ◽  
Writing Accuracy

Abstract The current study examined the effects of dynamic versus non-dynamic corrective feedback on second language (L2) learners’ writing accuracy in dyadic and small group contexts. Dynamic feedback was operationalized in terms of graduated assistance which is tailored to learners’ zone of proximal development (ZPD). Non-dynamic feedback, on the other hand, was operationalized as explicit corrections with no concern for learners’ ZPD. 96 EFL learners were assigned into two experimental groups as well as a control one. Half of the participants in each treatment condition received corrective feedback in groups of four and the other half received feedback on their errors during dyadic interactions with an instructor. The results obtained from two dependent measures, a writing test and an error identification test, revealed that dynamic feedback was more effective than explicit corrections for enhancing writing accuracy. Moreover, the findings revealed that dynamic feedback was more effective when provided to a group of learners than when provided to a single learner during dyadic interactions.

scholarly journals Effects of Corrective Feedback on Students’ Linguistic Errors

2018 ◽  
Vol 1 (2) ◽  
pp. 53
Author(s):  
Nirwana AR
Keyword(s):  
Data Analysis ◽  
Rating Scale ◽  
Corrective Feedback ◽  
Control Group ◽  
Single Subject ◽  
Design Data ◽  
Treatment Groups ◽  
Single Subject Research ◽  
Permanent Effect ◽  
Writing Accuracy

The research aimed at finding out (i) Whether corrective feedback could minimize students’ linguistic error; (ii) Which type of corrective feedback had more permanent effect on students’ writing accuracy. The research applied single-subject experiment design. Data analysis in single-subject research typically was based on visual inspection and analysis of graphic presentation. The step are writing test, ratio, scoring and compare. In this study, six treatment groups and no control group were used. All treatment groups received in different types of CF on their writing tests. Treatment 1 (T1) received Direct CF, treatment 2 (T2) received indirect CF, treatment 3 (T3) received metalinguistic CF, treatment 4 (T4) received reformulation CF, treatment 5 (T5) received focused CF, Treatment 6 (T6) received unfocused CF. The findings indicated that (i) CF could minimize students’ linguistic errors except focused CF on vocabulary; (ii) Based the result of the data analysis using analytic rating scale and composite rating scale showed that direct CF had the most effective in minimizing students’ linguistic error in vocabulary, language use and mechanics than the other types of CF, so direct CF could be categorized having more permanent effect on students’ writing accuracy.

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