scholarly journals WRITTEN CORRECTIVE FEEDBACK IN WRITING INSTRUCTION: A QUALITATIVE SYNTHESIS OF RECENT RESEARCH

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Pei Fen Dawn SIA ◽  
Yin Ling CHEUNG
Keyword(s):  
Writing Instruction ◽  
Empirical Evidence ◽  
English Language ◽  
Empirical Studies ◽  
Corrective Feedback ◽  
Language Teachers ◽  
Written Feedback ◽  
Qualitative Synthesis ◽  
Teachers Perceptions ◽  
Written Corrective Feedback

Giving written feedback to students is an important part of writing instruction. However, few studies have been conducted to investigate current trends of written corrective feedback in the secondary and university contexts. To identify and evaluate the current state of empirical evidence, we conducted a qualitative synthesis of published research that examined written corrective feedback in both English-as-the-first-language and English-as-the second/foreign-language settings. Four claims emerged in our analyses of 68 empirical studies published in journals from 2006-2016. Each claim is supported by empirical evidence. The claims are: (1) Individual differences play a part in the effectiveness of written corrective feedback; (2) Students’ and teachers’ perceptions affect the effectiveness of written corrective feedback; (3) Giving corrective feedback through technology is beneficial to students; and (4) Written corrective feedback is more effective when it is used concurrently with collaborative tasks. This meta-synthesis study sheds light on the written corrective practice of English Language teachers across different pedagogical settings and the factors that may affect student engagement in teacher written feedback. Keywords: written corrective feedback, secondary school, university

scholarly journals Investigating Teacher Written Corrective Feedback as a Formative Assessment Tool

2019 ◽  
Author(s):  
Khalid SAID ◽  
Abdelouahid El MOUZRATI
Keyword(s):  
Formative Assessment ◽  
English Language ◽  
Classroom Practices ◽  
Assessment Tool ◽  
Corrective Feedback ◽  
Language Teachers ◽  
Student Writing ◽  
Structured Interviews ◽  
Attitudes And Practices ◽  
Written Corrective Feedback

The present study seeks to lay the foundations for a firmly-grounded understanding of Written Corrective Feedback (WCF) as a Formative Assessment (FA) tool through student writing. More specifically yet, it is concerned with examining the intricate correlation between Moroccan English Language Teachers’ (ELT) attitudes and practices with respect to the way they understand and apply FA by means of WCF on students’ written productions. To that end, the study seeks to investigate this issue in the light of the following guiding questions: What beliefs do Moroccan ELT teachers hold about FA and WCF? How do these teachers provide WCF to their students during the writing lesson? To address these questions, we have opted for a mixed method approach that includes questionnaires for 110 teachers, document analysis of 30 writing productions and a follow- up semi-structured interviews with teachers. Date has been interpreted through an Explanatory Sequential Design. Inspired by Lee‘s (2009) analytical model and Perumanathan (2014) study, major findings have been presented regarding mismatches. These findings have revealed strong mismatches between teachers espoused beliefs concerning WCF, as a formative assessment tool, and their actual classroom practices. Finally, the study sets some implications for teachers, supervisors underlining the implementation of WCF in classroom practices.

scholarly journals Teachers’ Corrective Feedback Strategies in Assessing Essay Writing

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.

scholarly journals Effects of Written Corrective Feedback: A Synthesis of 10 Quasi-Experimental Studies

2020 ◽  
Vol 13 (7) ◽  
pp. 97
Author(s):  
Albatool Abalkheel ◽  
Tara Brandenburg
Keyword(s):  
Meta Analysis ◽  
Harmful Effect ◽  
Corrective Feedback ◽  
Experimental Studies ◽  
Language Teachers ◽  
Student Writing ◽  
Written Feedback ◽  
Written Corrective Feedback ◽  
Quasi Experimental ◽  
Over Time

Many language teachers spend countless hours correcting student writing in hopes of improvement in accuracy, but as of yet, there has been little consensus regarding the efficacy of written corrective feedback (CF) or the type of CF that is most efficient. Although many studies have been conducted on the topic, conflicting results have arisen. In this meta-analysis, ten quasi-experimental studies of written corrective feedback are examined to analysis the overall effect of CF and compare the variations of CF. It is shown that written corrective feedback in general is inconclusive as a predictor of student improvement in writing over time and the efficacy of the feedback depends on its focus. It is also shown that focused written feedback has any overall positive effect on student’s writing, whereas comprehensive written feedback has the potential to have a harmful effect on student’s writing over time.

Investigating teachers and students’ perceptions of written corrective feedback in the context of tertiary education in Oman

2019 ◽  
Vol 1 ◽  
pp. 1-17
Author(s):  
Farah Bahrouni ◽  
Victoria Tuzlukova
Keyword(s):  
Social Action ◽  
Mixed Methods Research ◽  
English Language ◽  
Tertiary Education ◽  
Corrective Feedback ◽  
Language Teachers ◽  
Sultan Qaboos University ◽  
Written Corrective Feedback ◽  
Teachers And Students ◽  
Foundation Program

This paper focuses on written corrective feedback in the testing context of the English language foundation program at Sultan Qaboos University in Oman. In more detail, in response to the encountered testing problem that involves variability in written corrective feedback and, as a consequence, inconsistent evidence of student position in relation to their improvement in writing and ways to achieve it, the authors discuss the ways teachers respond to students’ writing, the type of feedback they deliver, and the strategies they adopt to provide their feedback. The reported study uses mixed methods research methodology, and is grounded on the understanding of giving feedback to students as a social action that is implemented in specific cultural, institutional, and interpersonal contexts with a purpose to accomplish educational and social goals. The participants of the study are foundation program students and English language teachers representing the multicultural teaching community of the Centre for Preparatory Studies at Sultan Qaboos University. The results of the study reveal that written corrective feedback is by no means unanimous among all students and teachers. Diversity in the teachers’ background yields a corresponding diversity in the way it is perceived, provided, and interpreted. Undoubtedly, teachers’ ultimate goal, in any context, is to help students improve their writing skills in all respects, be it in form, content, or organization. Yet, its effectiveness in improving students’ writing remains inconclusive.

scholarly journals Researching Innovations in English Language Writing Instruction: A State-of-the-art Review

2018 ◽  
Vol 9 (1) ◽  
pp. 80 ◽  
Author(s):  
Weiyu Zhang ◽  
Yin Ling Cheung
Keyword(s):  
Writing Instruction ◽  
Empirical Evidence ◽  
Academic Writing ◽  
English Language ◽  
Empirical Studies ◽  
Language Instruction ◽  
Teacher Feedback ◽  
Authentic Writing ◽  
Language Writing ◽  
Published Research

With academic writing viewed as an important aspect of language instruction, there is an increasing interest on how writing education could be improved to better accommodate the needs of multilingual learners. To evaluate the empirical evidence from published research studies, we conducted a systematic synthesis of the published research that has examined innovations in English-as-a-foreign language writing instruction in China, in contexts including tertiary, secondary, and elementary schools. General claims emerged across our analyses of 56 empirical studies published in the SSCI journals in English from 2005-2015. Each claim is supported by empirical evidence: (1) corpus-based approaches are useful in analyzing students’ writing; (2) students’ affective and cognitive factors may influence the outcome of writing instruction; (3) training may help teachers improve confidence in teaching writing; (4) differences may appear between assessment-oriented teacher feedback and non-assessment-oriented teacher feedback; (5) assessment for learning influences student learning of writing; (6) instruction may help writers acquire skills and knowledge of writing for publication; (7) technology-enabled instruction can help students in their writing process; and (8) novel and authentic writing tasks can promote students’ critical thinking ability.

scholarly journals Sustaining University English as a Foreign Language Learners’ Writing Performance through Provision of Comprehensive Written Corrective Feedback

2021 ◽  
Vol 13 (15) ◽  
pp. 8192
Author(s):  
Xiaolong Cheng ◽  
Lawrence Jun Zhang
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Comparison Group ◽  
Empirical Studies ◽  
Corrective Feedback ◽  
Foreign Language Learners ◽  
Written Corrective Feedback ◽  
Quasi Experimental ◽  
Product Approach

Writing is regarded as a crucial skill in English language curricula at the secondary and tertiary levels in the Chinese education system. Currently, Chinese teachers of English as a foreign language (EFL) often adopt a product approach to teaching EFL writing, in which they emphasize the quality of their students’ written products and show little concern with the writing process. To help L2 learners achieve sustainable development of their writing proficiency, teachers employ a comprehensive approach to correct their students’ language errors as a common practice. However, empirical studies regarding its efficacy on different dimensions of L2 writing are insufficient. This study intended to fill this lacuna in a Chinese EFL context, which investigated the effects of sustained comprehensive written corrective feedback (WCF) on accuracy, complexity, fluency, and content and organization quality of EFL students’ writing. Quasi-experimental in design, it involved a comparison group and a treatment group receiving four sessions of direct comprehensive WCF. Results show that such WCF contributed to writing accuracy and fluency over time. Our textual analysis further reveals that it particularly benefited students’ grammatical accuracy, reducing some rule-based grammatical error types. However, it showed limited effects on complexity, content, or organization of students’ writing. Interestingly, the comparison group did not improve any dimensions of their writing. Possible implications are also discussed.

Teachers’ perceptions and the implementation of the adapted communicative approach in Libya

2022 ◽  
Vol 6 ◽  
Author(s):  
Abdurahman Milad ◽  
Dwi Rukmini ◽  
Dwi Anggani ◽  
Rudi Hartono
Keyword(s):  
High Schools ◽  
English Language ◽  
Language Teachers ◽  
Target Language ◽  
Teachers Perceptions ◽  
English Language Teachers ◽  
Communicative Approach ◽  
Gender Based ◽  
The City ◽  
Meaningful Communication

This study instigates the teachers’ perceptions towards the implementation of the adapted communicative approach to teach English language in Libyan high schools in the city of Khoms. The participants were six teachers of different gender-based high schools. The study followed a pure qualitative method to collect and analyze the date, and the data were collected using an open-ended questionnaire. The findings reveal that the majority of English language teachers in Libyan high schools in Khoms city have positively perceived the implementation of the communicative approach (CA) to teach English language in their high schools’ contexts. They agreed to the majority of the questionnaire’s items such as: the CA emphasizes the communication in the target language and emphasizes that the learners need meaningful communication. All the participants said that they modify the principles of the communicative approach to meet the students’ needs and goals and most of them have agreed that the allocated time is not enough to complete the lesson in the classroom. This study draws out the pedagogical implication that the implementation of the adapted CA to teach English language in high schools in Libya can be quite adaptable, especially when the teachers have to fulfil the students’ needs.

scholarly journals Autonomy Perceptions from Teachers of English as a Foreign Language in Diverse Colombian Public Teaching Settings

2019 ◽  
Vol 7 (2) ◽  
pp. 148
Author(s):  
Dr. David Wealthy Guerrero
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
English Language ◽  
Research Question ◽  
General Purpose ◽  
Language Teachers ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Research Production ◽  
English Language Teachers

<p><em>This qualitative descriptive case study reports the features in autonomy dynamics of three Colombian English language teachers in public schools in the District in Bogota Colombia. Three semi-structured interviews and reflective journals were used for data collection. The research question that guided this study was: What perceptions about autonomy do the three Colombian English language teachers have? The general purpose of this investigation was to identify the main features in teachers’ perceptions related to Autonomy. The specific objective was to identify the strategies that promoted autonomy in Teachers of English as a Foreign Language -TEFL- in different public schools in Bogota, Colombia. The study is, therefore, particularly significant as it can play a role in encouraging Colombian English as a Foreign Language -EFL- teachers to relate the factors needed to get a high quality in Education dynamics. Data indicated that the process heightened the teachers’ awareness of ‘self’ and practice. Autonomy also activated both the teachers’ ability to critically reflect on their context as well as focus on positive aspects of their practice through the willingness to improve their academic abilities and research production. Taken together, the findings serve as baseline data to further professional development in language assessment. </em></p><em></em><em></em>

scholarly journals Written Corrective Feedback as Practiced by Instructors of Writing in English at Najran University

2019 ◽  
Vol 8 (3) ◽  
pp. 112
Author(s):  
Fatimah Mohammed M. Aseeri
Keyword(s):  
Correct Answer ◽  
Analytical Approach ◽  
English Language ◽  
Mother Tongue ◽  
Corrective Feedback ◽  
Faculty Members ◽  
Main Study ◽  
Written Corrective Feedback

The present study aimed to address the extent to which faulty members and students at the department of English language at Najran University practice using the ways of written corrective feedback. The questionnaire, as the main study instrument was used to collect data while the descriptive analytical approach was used to analyze these collected data. Findings revealed that the direct way of correction, i.e., the identification of student&rsquo;s errors by underlining or circling and then telling them how to correct such errors without allowing them the chance to figure out what the corrections are, was the most practiced way of written corrective feedback. Using Arabic, as it was students&rsquo; mother tongue, to show them their errors and then explain to them how to correct these errors was the second practiced way. Indirect correction like for example correcting student&rsquo;s errors through writing in the margin that there was an error without giving them the correct answer was the least used way, as indicated by faculty members. Nevertheless, correcting students&rsquo; errors by coding the exact error in the text without giving them the correct answer was the least used way from students&rsquo; viewpoint. Moreover, findings showed that both faculty members and students were in favor of the comprehensive not the selective way of correction.

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