scholarly journals Affective damage from teachers� written corrective feedback

2021 ◽  
Vol 6 (2) ◽  
pp. 287
Author(s):  
Gartika Pandu Bhuana ◽  
Ula Nisa El Fauziah

Several studies believe that providing feedback on a students� writing task offers several benefits. However, giving excessive corrections on students� mistakes can have a negative impact on the students� feeling. This study aims to investigate English Foreign Language students� emotional response to the teachers� written corrective feedback. A qualitative method was applied. The participants were 72 third grade students at an institution in Cimahi. To collect the data, a five-point Likert scale questionnaire and a semi-structured interview were applied. The results revealed that the teachers� written corrective feedback had negative impact to the students� feelings, especially for the students who had mid and low proficiency level in writing. It even led to the students� demotivation. This indicates that the teachers have to consider several things before they give some written feedback as it can affect the students� attitude in a negative way.

2017 ◽  
Vol 37 ◽  
pp. 110-127 ◽  
Author(s):  
María del Pilar García Mayo ◽  
Udane Loidi Labandibar

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.


2021 ◽  
Vol 12 ◽  
Author(s):  
Tiefu Zhang ◽  
Xuemei Chen ◽  
Jiehui Hu ◽  
Pattarapon Ketwan

Using both quantitative and qualitative approaches, this study investigated the preference of learners of English as a foreign language (EFL) for four types of written corrective feedback (WCF), which are often discussed in the literature, on grammatical, lexical, orthographic, and pragmatic errors. In particular, it concerned whether such preference is influenced by two learner variables, namely, foreign language enjoyment (FLE) and proficiency level. The preference for selective vs. comprehensive WCF was also examined. The participants in the study were 117 University students in a Thai EFL context. Analysis of questionnaire data revealed a tendency for learners to prefer more explicit types of WCF (i.e., metalinguistic explanation and overt correction) for most error types, irrespective of their proficiency and FLE level. High proficiency level learners rated less explicit WCF types (i.e., underlining and error code) as useful to some degree, whereas their low proficiency level counterparts did not. Similar results were found for the two FLE groups. Besides, the FLE level seemed to play a role in perceiving the value of WCF in terms of scope. The results of follow-up interviews showed that the linguistic features of learners' first language, existing knowledge of the target language, affective feelings, and teacher's role were the main factors contributing to variation in learners' preferences. Possible pedagogical implications are discussed.


Author(s):  
Nadia Mifka-Profozic

AbstractThis paper compares the effects of recasts and clarification requests as two implicit types of corrective feedback (CF) on learning two linguistic structures denoting past aspectual distinction in French, the passé composé and the imparfait. The participants in this classroom-based study are 52 high-school learners of French FL at a pre-intermediate level of proficiency (level B1 of CEFR). A distinctive feature of this study is the use of focused, context constrained communicative tasks in both treatment and tests. The paper specifically highlights the advantages of feedback using recasts for the acquisition of morpho-syntactically complex grammatical structures such as is the French passé composé. The study points to the participants’ communicative ability as an essential aspect of language proficiency, which seems to be crucial to bringing about the benefits of recasts. Oral communicative skill in a foreign language classroom is seen as a prerequisite for an appropriate interpretation and recognition of the corrective nature of recasts.


2013 ◽  
Vol 43 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Constanza Tolosa ◽  
Martin East ◽  
Helen Villers

This study contributes to the body of research that aims to understandthe relationship between online communication and foreign language(FL) learning, in particular when teachers seek to provide authenticopportunities for interaction for their learners. The study wasmotivated by efforts made in the New Zealand context to overcome thegeographic limitations of interaction between FL learners and nativespeakers. We report on the findings of an exploratory study into anonline reciprocal peer tutoring program established to enhance the FLlearning of a group of beginner eleven-year old students of Spanish,with particular focus on the benefits of written corrective feedback. Theproject aimed to examine the processes by which students tutored eachother in the online environment as they responded to each other’s texts.The analysis of the students’ messages focused on (1) the aspects oflanguage corrected by the tutors, (2) the frequency with which tutorsaccurately identified and provided input on errors, (3) the types offeedback provided by the tutors, and (4) what the learners did with thecorrections and feedback. The findings indicate that the students werewilling to contribute to peer correction and used different strategiesand correction techniques to foster attention to linguistic form,although they were not always capable of providing accurate feedbackor metalinguistic explanations.


2020 ◽  
pp. 136216882092896
Author(s):  
Mostafa Zare ◽  
Zohreh Gooniband Shooshtari ◽  
Alireza Jalilifar

This study aims to explore the impact of oral corrective feedback types on English as a foreign language (EFL) learners’ willingness to communicate across proficiency levels. It also investigates how EFL learners view different types of feedback in relation to their willingness to communicate. Sixty Iranian EFL learners were tracked in four proficiency levels. Initially, the participants filled in a questionnaire to measure their attitudes to oral CF and their willingness to communicate. Subsequent to the teachers’ employment of explicit correction, recasts, and prompts, the learners’ willingness to communicate was measured anew. A semi-structured interview was also conducted. The results revealed learners’ high preference for prompts. A two-way mixed between-within ANOVA demonstrated a significant effect for both oral corrective feedback and proficiency level on willingness to communicate. Furthermore, elicitative types of feedback were ranked as the most contributory feedback type to L2 willingness to communicate.


2010 ◽  
Vol 10 (2) ◽  
pp. 143 ◽  
Author(s):  
Noelia Martínez Esteban ◽  
Julio Roca de Larios

The present study investigated how noticing is related to composing and subsequent feedback processing in individual and collaborative EFL writing. Participants were Spanish secondary school pupils at a lowintermediate proficiency level who completed a three-stage writing task that included writing a picture-based story (Stage 1), comparing their written texts with two native-speaker models (Stage 2), and attempting subsequent revisions (Stage 3). The results indicate that the students noticed mainly lexical problems at the writing stage but could only find a few solutions to those problems in the models provided. However, the comparison with the models allowed them, especially those who wrote collaborativelly, to notice a large number of features related to the content of the pictures and the linguistic means used to express that content. They were also found to incorporate a reasonable number in subsequent revisions. A number of implications from these findings for research and pedagogy are suggested.


There has been an ongoing debate about the value of providing corrective feedback in writing assignments in English as a foreign/second language classes. Despite the fact, corrective feedback in writing has been analyzed from various perspectives, learners’ expectations regarding feedback given by language instructors are still to be considered. This paper investigates the types of written feedback preferred by the Malaysian students. This study investigated how language learners perceive the usefulness of different types and amounts of written corrective feedback, and also the reasons they have for their preferences. Qualitative and quantitative data was collected from 103 ESL students by means of computer generated written questionnaires. The results showed that Malaysian learners react in favor of direct feedback to their written work, and yet they show little tolerance for simply marking the error without explanation. Moreover, considerable number of the respondents favored indirect corrective feedback with a clue. Possible explanations for the results were given with reference to the theoretical constructs of SLA.


Diksi ◽  
2016 ◽  
Vol 24 (1) ◽  
Author(s):  
Sari Hidayati

Penelitian ini merupakan Penelitian Tindakan Kelas yang bertujuan untukmeningkatkan kemampuan menulis esai dengan memberikan Written Corrective Feedbackpada 11 peserta sesi IETLS Writing pelatihan IELTS Preparation Program kerjasama PusatPengembangan Bahasa (P2B) UNY dan LPDP (Lembaga Pengelola Dana Pendidikan)Departemen Keuangan Republik Indonesia. Instrumen penelitian untuk mengumpulkandata berupa panduan observasi, materi tes, dan panduan catatan lapangan. Data yangdiperoleh berupa catatan hasil observasi, catatan lapangan, dan hasil karya teks yangdihasilkan mahasiswa. Selain data tersebut, terdapat pula data kuantitatif yang diperolehdari hasil skor rerata pre-test dan post-test. Hasil penelitian ini menunjukkan bahwa denganmemberikan written corrective feedback untuk meningkatkan kemampuan mahasiswamenulis esai dicapai peningkatan dalam keterlibatan peserta dalam proses pembelajarannamun hasil pembelajaran yang diukur melalui pre-test dan post-test menunjukkan nilairerata post-test mengalami penurunan. Meskipun mengalami penurunan skor, peserta masihberada di level yang sama sebagaimana yang terefleksikan pada hasil pre-test sebelumnyayakni level modest users.Kata Kunci: written corrective feedback, foreign language writing, penelitian tindakankelas


2017 ◽  
Vol 168 (1) ◽  
pp. 91-128 ◽  
Author(s):  
Marisela Bonilla López ◽  
Elke Van Steendam ◽  
Kris Buyse

Abstract This study investigated the effects of comprehensive feedback on learners’ grammatical accuracy during text revision and in new writing tasks in light of proficiency level. It also sought to determine to what extent learners’ proficiency level plays a role in their feedback preferences and attitudes towards the feedback. The participants were 52 low proficiency and 39 high proficiency foreign language university learners, who were randomly assigned to a direct corrective feedback, a metalinguistic feedback with rule reminders, and a self-correction group. All learners wrote four compositions and completed a questionnaire after the treatment to elicit their attitudes towards the feedback and their feedback preferences. Results showed that the treatment effectively enhanced both low and high proficiency learners’ immediate grammatical accuracy and accuracy improvement. Also, a relation between proficiency level and learners’ attitudes towards the feedback as well as an association between proficiency level and learners’ feedback preferences were found.


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