scholarly journals Am I Promoting Feedback Cycle and Sociomaterial Learning?

2021 ◽  
Vol 10 (1) ◽  
pp. 1-19
Author(s):  
Daron Benjamin Loo
Keyword(s):  
Academic Writing ◽  
Corrective Feedback ◽  
Literacy Skills ◽  
Practitioner Inquiry ◽  
Written Corrective Feedback ◽  
Feedback Cycle ◽  
Metalinguistic Feedback ◽  
Writing Course ◽  
Writing Instructors ◽  
Work Done

This study employed practitioner inquiry to determine whether feedback cycle and socio-material learning was promoted through the provision of written corrective feedback (WCF). The context of study was the final draft submitted in an academic writing course for arts and social science students. The practitioner inquiry was shaped by mixed methods, through the quantitative (categorisation) and qualitative (analytical) examination of WCF. The categorisation of WCF was guided by a feedback typology and the extent of learning opportunities. A total of 309 instances of WCF were found across 55 final drafts. Indirect and metalinguistic feedback on Content and Language was frequent. Furthermore, most of the WCF was restricted to the final essay, with minimal expansive opportunities for students to extend their learning beyond this writing course. In the subsequent analysis of the WCF, this study concluded that feedback was provided for the purpose of keeping track of work done. To really promote a feedback cycle or sociomaterial learning, writing instructors should consider improving students’ feedback literacy skills.

scholarly journals Adapting to a Disciplinary Discourse: A Redesigned Course for MA History Students

2020 ◽  
Vol 10 (1) ◽  
pp. 165-170
Author(s):  
Iuliia Evgenievna But
Keyword(s):  
Academic Writing ◽  
Teaching Practice ◽  
Professional Community ◽  
Traditional Teaching ◽  
Academic Texts ◽  
Disciplinary Discourse ◽  
Writing Course ◽  
History Texts ◽  
Writing Instructors

For most MA programs, it is common to enroll students with different BA degrees. The MA students who have changed their discipline are required to adopt a new disciplinary discourse and learn to write academic texts in line with appropriate genres and conventions. This study exemplifies an attempt to redesign the academic writing course for MA History programs at the Ural Federal University in order to ease the difficulties faced by students with non-history backgrounds. The essence of the redesign was to enhance the traditional teaching by demonstrating fundamental dissimilarities between history and other disciplines in terms of writing conventions. Teaching academic writing in that manner was supposed to facilitate students with both a history and non-history backgrounds to master the effective conventional writing of history texts. The efficiency of the redesigned course was estimated on the basis of students’ performance and feedback. This teaching practice can be of use for academic writing instructors who seek to help students from different backgrounds develop skills and competences that are necessary for a specific professional community.

scholarly journals Usos de la preposición “a”: procesamiento cognitivo en la corrección de errores en aprendientes de ELE

2020 ◽  
Vol 15 (1) ◽  
pp. 27
Author(s):  
Anita Ferreira ◽  
René Edgardo Oportus Torres
Keyword(s):  
Response Time ◽  
Cognitive Load ◽  
Mother Tongue ◽  
Corrective Feedback ◽  
Direct Object ◽  
Proficiency Levels ◽  
Written Corrective Feedback ◽  
Metalinguistic Feedback ◽  
French And English ◽  
Load Increase

This study examines experimentally processing response time (rt) (Jiang 2012) of two types of written corrective feedback (WCF) in the treatment of errors of preposition a in the values of date, manner, and its use as a direct object marker. The researched types of WCF are Direct, and Indirect Written Metalinguistic Feedback (DWMF and IWMF, respectively) whose rt are analyzed according to its effectiveness and subjects’ variables of proficiency (Levels A2 and B1), and mother tongue (German, French, and English). Main findings include greater rt generated by IWMF, manner, and date. The latter also presents a cognitive load increase in level B1. Additionally, rt also appears to be affected by mother tongue, with the lowest cognitive load in English L1, and the greatest in German and French. This study contributes with evidence that indicates the complexity of WCF processing, particularly for the treatment of preposition a related errors.

Effects of written corrective feedback and language aptitude on verb tense accuracy

2018 ◽  
Vol 23 (6) ◽  
pp. 702-726 ◽  
Author(s):  
Susan Benson ◽  
Robert DeKeyser
Keyword(s):  
Second Language ◽  
Corrective Feedback ◽  
Past Tense ◽  
Control Group ◽  
Feedback Group ◽  
Writing Classes ◽  
Written Corrective Feedback ◽  
Metalinguistic Feedback ◽  
Learner Differences ◽  
Direct Feedback

Most second language researchers agree that there is a role for corrective feedback in second language writing classes. However, many unanswered questions remain concerning the linguistic features to target and the type and amount of feedback to offer. This study examined essays by 151 learners of English as a second language (ESL), in order to investigate the effect of either direct or metalinguistic written feedback on errors with the simple past tense and the present perfect tense. This inquiry also considered the extent to which learner differences in language-analytic ability (LAA), as measured by the LLAMA F, mediated the effects of these two types of explicit written corrective feedback. Learners in both feedback groups were provided with corrective feedback on two essays whereas the control group received general comments on content. Learners in all three groups then completed two additional writing tasks to determine whether or not the provision of corrective feedback led to greater gains in accuracy compared to no feedback. Both treatment groups performed better than the comparison group on new pieces of writing immediately following the treatment sessions, yet direct feedback was more durable than metalinguistic feedback for one structure, the simple past tense. Participants with greater LAA proved more likely to achieve gains in the direct feedback group than in the metalinguistic group, whereas learners with lower LAA benefited more from metalinguistic feedback.

scholarly journals The Role of Individual Preferences in the Efficacy of Written Corrective Feedback in an English for Academic Purposes Writing Course

2021 ◽  
Vol 46 (10) ◽  
pp. 1-20
Author(s):  
Bradley Perks ◽  
◽  
Bradley Colpitts ◽  
Matthew Michaud ◽  
◽  
...  
Keyword(s):  
Corrective Feedback ◽  
The Body ◽  
Control Group ◽  
Structured Interviews ◽  
Treatment Groups ◽  
Affective Factors ◽  
Written Corrective Feedback ◽  
Writing Course ◽  
The Impact

This study examined the effectiveness of written corrective and the role of individual differences (ID) in the uptake of the feedback. Data was taken from a nine-week, English as a foreign language (EFL) writing course from 101 intermediate (n=101) students at a private university in Kobe, Japan. Using an explanatory sequential mixed methods design, quantitative data was first collected concerning writing errors, followed by qualitative semi-structured interviews. Three classes were placed into either two treatment groups (direct and indirect) or a control group, and completed four writing tasks (pre-test, post-test and two delayed post-tests). The study found the two treatment groups showed significant improvements on local and global errors, whereas the control group did not. Additionally, the qualitative component elicited the influence of affective factors. The study adds to the body of literature addressing the impact of written corrective feedback, specifically on students’ self-editing strategies.

Designing and Applying a Moodle-Based E-Textbook for an Academic Writing Course

2021 ◽  
Vol 13 (2) ◽  
pp. 73-95
Author(s):  
Heejin Chang ◽  
Scott Windeatt
Keyword(s):  
Blended Learning ◽  
Academic Writing ◽  
Digital Literacy ◽  
Collaborative Writing ◽  
Literacy Skills ◽  
Student Writing ◽  
Learning Approach ◽  
Writing Course ◽  
Student Reactions ◽  
Writing Practice

This study explores the use of a Moodle-based electronic textbook (e-textbook) created for an on-campus intensive academic writing course. The role of the e-textbook in facilitating collaborative writing practice and developing academic digital literacy skills as part of a blended learning approach is investigated. The study involved 83 students used the e-textbook over a period of 10 weeks. Data from activities posted on the e-textbook web-site, e-learning journals, course evaluations, and the researchers' field notes and reflections based on classroom observations were analysed to explore 1) student reactions to the materials and the blended learning approach and 2) the effect on student writing practice and the development of academic literacy skills. The results identify practical, pedagogical, and affective aspects of student adaption to the e-textbook materials and to the blended learning approach. The intervention appears to have achieved its major aims, but further investigation is suggested, including of the role played by guidelines for creating e-textbooks.

scholarly journals A Comparative Study of the Impact of Metalinguistic Feedback and Explicit Correction on the Writing Performance of Iranian EFL Learners

2016 ◽  
Vol 6 (2) ◽  
pp. 132
Author(s):  
Yazdan Azizi Khah ◽  
Majid Farahian
Keyword(s):  
Corrective Feedback ◽  
Writing Performance ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Written Corrective Feedback ◽  
Proficiency Level ◽  
Metalinguistic Feedback ◽  
Grammatical Errors ◽  
Writing Assignment ◽  
The Impact

<p>The present study aimed at investigating the impact of two different strategies of providing written corrective feedback on English as foreign language (EFL) learners’ writing performance. To achieve this goal, sixty EFL learners who participated in the study were assigned into two groups. Throughout the period of the study, two techniques of written feedback, metalinguistic feedback and explicit correction feedback were put into practice as the treatment. The first writing assignment was used as the pretest and the last writing assignment was the posttest. To determine the proficiency level of the participants, A Nelson English Proficiency Test was used. The result of the paired t-tests showed that the writing performance of two groups improved; however, the independent t-test was performed between the posttests of the two groups indicated that the group with metalinguistic feedback had greater improvement than the group which received the explicit correction feedback. The findings suggest that providing teacher corrective feedback is effective in reducing EFL learners’ grammatical errors and improves their writing achievement.</p>

A comparative study of the impact of focused vs. comprehensive corrective feedback and revision on ESL learners’ writing accuracy and quality

2019 ◽  
pp. 136216881987918 ◽  
Author(s):  
Mohammad Rahimi
Keyword(s):  
Corrective Feedback ◽  
The Other ◽  
Writing Quality ◽  
Research And Practice ◽  
Treatment Groups ◽  
Written Corrective Feedback ◽  
Writing Course ◽  
Theory Research ◽  
Esl Learners ◽  
The Impact

The impetus for the present study came from Ferris’ (2010) article discussing the gap between theory, research, and practice in written corrective feedback (WCF). To address this gap, the present study aimed at comparing the impact of focused vs. comprehensive WCF and revision on the improvement of written accuracy of learners of English as a second language (ESL), with a focus on their global linguistic errors (sentence and word); the study also examined how this improvement contributed to the students’ writing quality, defined in terms of clarity of expression and text comprehensibility. Data was collected from 78 intermediate French ESL learners randomly assigned to four different treatment groups: two groups received focused WCF and two groups comprehensive WCF; one of the focused and one of the comprehensive groups were required to revise their writing and the other two groups did no revision after WCF. A comparison was made between the error means of the four groups on three out of seven essays they wrote during a 15-week writing course: week one (T1), week eight (T2) and week 14 (T3). The results revealed that the focused groups were more successful than the comprehensive ones in reducing their words errors at T2; no significant effect was observed for revision. Also, the focused-revision group outperformed the other groups at both T2 and T3 in reducing their sentence errors. The comprehensive-revision, however, group was more successful than the other groups in improving their overall written accuracy. The results also showed that the focused-revision group made more improvement than the other three groups in their writing quality at T3.

scholarly journals WRITTEN CORRECTIVE FEEDBACK IN ACADEMIC WRITING CLASS: HOW DOES EXPERIENCED TEACHER LEAD THE EFFECTIVE PRACTICE?

2021 ◽  
Vol 19 (1) ◽  
pp. 150
Author(s):  
Dayat Dayat
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Learning Experience ◽  
Corrective Feedback ◽  
Structured Interview ◽  
Student Writing ◽  
Experienced Teacher ◽  
Written Corrective Feedback ◽  
Writing Class ◽  
Teacher Students

<p class="StyleAuthorBold"><strong>Abstract</strong></p><p>The research aimed to investigate an Indonesian academic writing teacher’s practice on written corrective feedback (WCF) in academic writing class. A case study involving an experienced Indonesian academic writing teacher and teacher students were employed. To gather data, a semi-structured interview was conducted. The data were then analyzed using the content analysis method. The findings indicated that the teacher’s practice on WCF was mediated by her language learning experience. Thus, the teacher provided WCF on her students’ writing drafts by considering the students’ personalities and their level of writing ability. In correcting student writing errors, the teacher used several types of WCF; direct and indirect correction; metalinguistic clues to the errors; and the reformulation of the wrong words. The relevant pedagogical implications for teachers in conceptualizing WCF and in learning and practicing it on their daily instruction based on their knowledge, experience, and reflection-on-practice.</p><p> </p><p class="StyleAuthorBold"><strong><em>Abstrak</em></strong></p><p><em>Penelitian bertujuan untuk mendeskripsikan praktik dosen Indonesia dalam penulisan akademik tentang umpan balik korektif tertulis (WCF) di kelas penulisan akademik. Penelitian termasuk studi kasus yang melibatkan seorang dosen Indonesia dalam menulis akademik yang berpengalaman dan mahasiswa. Untuk mengumpulkan data, dilakukan wawancara semi-terstruktur. Data tersebut kemudian dianalisis dengan menggunakan metode analisis isi. Temuan menunjukkan bahwa praktik dosen pada WCF dimediasi oleh pengalaman belajar bahasanya. Dosen memberikan WCF pada draf tulisan mahasiswanya dengan mempertimbangkan kepribadian mahasiswa dan tingkat kemampuan menulisnya. Dalam mengoreksi kesalahan menulis mahasiswa, dosen menggunakan beberapa jenis WCF; koreksi langsung dan tidak langsung; petunjuk kesalahan metalinguistik; dan perumusan ulang kata yang salah. Implikasi pedagogis yang relevan bagi dosen dalam membuat konsep WCF dan dalam mempelajari serta mempraktikkannya pada instruksi harian berdasarkan pada pengetahuan, pengalaman, dan refleksi pada praktik yang dilaksanakan.</em></p>

scholarly journals Student perceptions of the effectiveness of self-editing on their writing: towards a self-regulated approach

2017 ◽  
Author(s):  
Gelareh Holbrook ◽  
Victoria Justine Park
Keyword(s):  
Student Perceptions ◽  
Academic Writing ◽  
Teaching Practice ◽  
Corrective Feedback ◽  
Future Research ◽  
Written Corrective Feedback ◽  
Writing Tutors ◽  
Study Support ◽  
The Subject ◽  
Support Students

A number of studies have highlighted the importance of teaching students to self-edit their work. Self-editing within higher education has been demonstrated to support students' academic writing skills. It also capitalises on lecturers' written corrective feedback on students' essay-based assignments making it more effective and meaningful. Utilising a collaborative approach between the Study Support and the School of Health Sciences at a UK-based university, this research evaluated the usefulness of a self-editing worksheet based on the perspectives of students, writing tutors, and the subject lecturer (staff) feedback. Students' perspectives were investigated by content analysing their responses provided in the reflection section of the self-editing worksheet. Qualitative analysis of staff feedback on pre- and post-edit writing was also evaluated. The results show that 65% of students found the worksheet useful and the worksheet helped them make some positive changes to their essays. Evidence would suggest that this pedagogical model is effective in improving levels of academic writing. Implications and suggestions for effective teaching practice and future research are provided in this paper.

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