The Effectiveness of using a program based on written corrective feedback strategies on developing EFL reading and writing proficiency among secondary stage pupils

Examining EFL (English as a foreign language) teachers’ beliefs and cognition has become an essential area of research as teachers are seen as active decision makers. This study addresses teachers’ beliefs as specific to the strategies they employ when providing corrective feedback to students’ writing. Drawing on Ellis’s typology of written corrective feedback and Borg’s teacher cognition theory, this survey study investigated university EFL lecturers’ self-reported strategy use in the provision of feedback to students’ written compositions. A total of 254 respondents completed this survey from universities in Thailand, China, and Vietnam. The findings showed that the teachers provided different types of strategies, namely, high-demand (e.g., students’ response to feedback required), low-demand (e.g., correcting all errors), and no-demand feedback in relation to their students’ proficiency levels. Their choices of high-demand feedback strategies seemed to be associated with their pre- and in-service professional training experiences as well as contextual factors including local cultural influence and limited resources; whereas their uses of no-demand and low-demand feedback strategies seemed to be associated with their prior language learning experiences and classroom teaching practice. This study also revealed an inconsistency between teachers’ cognition about provision of feedback and their reported feedback strategy use. Pedagogical implications and directions for future research were also proposed.

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A model of developing language teachers’ professional communicative skills of providing written teacher feedback

Rhema ◽

10.31862/2500-2953-2019-2-118-135 ◽

2019 ◽

pp. 118-135

Author(s):

T. Ershova

Keyword(s):

Writing Skills ◽

Corrective Feedback ◽

Language Teachers ◽

Teacher Feedback ◽

Student Writing ◽

Training Module ◽

Communicative Skills ◽

Reading And Writing ◽

Special Training ◽

Written Corrective Feedback

This article looks at the process of assessing L2 student writing and providing written corrective feedback as a part of language teachers’ professional and communicative competences. The author suggests a model of designing a special training module for pre-service teachers aimed at the development of corresponding professional reading and writing skills, as well as the analysis of the results of its approbation.

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Teachers’ Corrective Feedback Strategies in Assessing Essay Writing

The Journal of Social Sciences Research ◽

10.32861/jssr.spi6.208.212 ◽

2018 ◽

pp. 208-212

Keyword(s):

Language Learning ◽

Error Correction ◽

English Language ◽

Corrective Feedback ◽

Language Teachers ◽

Esl Teachers ◽

Essay Writing ◽

Written Corrective Feedback ◽

Feedback Strategies ◽

English Language Teachers

Feedback has been an important topic of discussion in language learning. Although research on written corrective feedback is available, there is little research on the specific strategies employed by teachers in order to provide feedback on their students’ essay writing. This paper reports part of a larger research. One of the objectives of this study was to explore corrective feedback strategies employed by the English as a second language (ESL) teachers and English language expert raters when assessing their students’ written essays. This study used qualitative case study which involved 12 participants. Data were collected through interviewing nine English language teachers and three English language expert raters to obtain their pedagogic practices in providing written corrective feedback. The strategies identified are based on Ellis’s typology of strategies for providing written corrective feedback. The findings showed that the preferred written corrective feedback strategy used by the teachers and raters was Metalinguistic Corrective Feedback with Direct Corrective Feedback and Focused Corrective Feedback used by only a few of them. This study has pedagogical implications in that it explains the ESL teachers/expert raters’ pedagogical attitude and practices towards error correction and their preferred written corrective feedback strategies in dealing with error correction.

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The Effect of Comprehensive Written Corrective Feedback on EFL Learners’ Written Syntactic Accuracy

Advances in Language and Literary Studies ◽

10.7575/aiac.alls.v.11n.1p.17 ◽

2020 ◽

Vol 11 (1) ◽

pp. 17

Author(s):

Mohammadreza Valizadeh

Keyword(s):

Control Period ◽

Corrective Feedback ◽

Placement Test ◽

Treatment Control ◽

Efl Learners ◽

Written Corrective Feedback ◽

Significant Difference ◽

Grammatical Errors ◽

Quasi Experimental ◽

Feedback Strategies

This quasi-experimental study, using a pretest-treatment-posttest-delayed posttest design, investigated the effects of two comprehensive corrective feedback strategies: direct corrective feedback (DCF), and metalinguistic explanation (ME) on L2 learners’ written syntactic accuracy. The participants were 90 Turkish EFL learners. After ensuring their homogeneity in terms of L2 proficiency using Oxford Quick Placement Test, they were assigned to three groups: DCF, ME, and No Feedback (NF). The treatment/control period lasted for five weeks, during which the experimental groups wrote an argumentative essay in class, received the unfocused feedback, and revised their corrected text. The participants in the NF group were provided with feedback only on content, orthography, and organization, but not on grammatical errors. Results of the posttests and delayed-posttests (after a two-week interval) revealed that both experimental groups significantly outperformed the NF group; however, no statistically significant difference was found between the DCF and ME groups. Pedagogical implications are discussed in the paper.

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How do Chilean Pre-Service Teachers Correct Errors in Writing?

Revista Brasileira de Linguística Aplicada ◽

10.1590/1984-6398201812447 ◽

2018 ◽

Vol 18 (3) ◽

pp. 561-579

Author(s):

Angie Quintanilla Espinoza ◽

Steffanie Kloss Medina ◽

Pedro Salcedo Lagos

Keyword(s):

Error Correction ◽

Teaching Practices ◽

Corrective Feedback ◽

Written Corrective Feedback ◽

Feedback Strategies ◽

Indirect Feedback ◽

The Way

ABSTRACT Most research on error correction has dealt with feedback strategies used in the classroom and the effect of these strategies on students’ performance. However, not much research has been conducted on pre-service teachers’ actual competence on giving written corrective feedback. With this idea in mind, a study was conducted in order to investigate the way pre-service teachers of English correct students’ errors in writing. For this, the participants were asked to complete an error correction task that required the teacher to mark a student’s opinion essay in the way they would normally do as part of their teaching practices and to answer a questionnaire related to the way they had corrected the task. The results showed that most teachers tend to correct errors comprehensively, rather than selectively, opting for direct rather than indirect feedback strategies.

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THE EFFECT OF WRITTEN CORRECTIVE FEEDBACK STRATEGIES ON COLLOCATION ERRORS OF LOW-PERFORMING ESL LEARNERS

Premise Journal of English Education ◽

10.24127/pj.v9i2.2755 ◽

2020 ◽

Vol 9 (2) ◽

pp. 143

Author(s):

Abang Fhaeizdhyall ◽

Collin Jerome

Keyword(s):

Repeated Measures ◽

Corrective Feedback ◽

Control Group ◽

Grammatical Aspect ◽

Written Corrective Feedback ◽

Post Test ◽

Quasi Experimental ◽

Feedback Strategies ◽

Esl Learners ◽

Grammatical Structures

The studies on error correction have been laying their emphasis on grammatical structures of the language with lack of focus on non-grammatical aspect such as lexical collocation. Therefore, this study aims at investigating the effect of direct and indirect written corrective feedback on low-performing ESL learners. Ninety-two students of a public university involved in the study. Three intact groups that have equal proficiency were identified at the beginning of the universityâ€™s academic term. A quasi-experimental design was employed with two experimental groups receiving indirect WCF and direct WCF separately, and a control group deprived of any treatment. The groups were measured in three different time points with pre-test before the intervention, immediate post-test after the intervention, and delayed post-test to measure retention effect. One-way ANOVA and repeated-measures ANOVA were used to measure the effect. The findings reveal that significant differences were detected in immediate post-tests of direct and indirect WCF groups which indicate that both WCF strategies can enhance participantsâ€™ collocational competency. Additionally, the findings also show that direct WCF strategy greatly affects participants collocation errors despite both groups performed better than the control group. This study demonstrates that retention effect was detected in the group that received direct WCF while the indirect WCF group was not able to retain - in delayed post-test. Recommendation is also discussed for Future directions of studies.Â

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