scholarly journals Individual Differences in Written Corrective Feedback: A Multi-case Study

2012 ◽  
Vol 5 (11) ◽  
Author(s):  
Su Li ◽  
Pengjing Li
Keyword(s):  
Individual Differences ◽  
Corrective Feedback ◽  
Written Corrective Feedback

scholarly journals THE TEACHERS’ BELIEFS IN TEACHER WRITTEN CORRECTIVE FEEDBACK ON THE STUDENTS' WRITING

2020 ◽  
Vol 5 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Dyah Fitri Mulati ◽  
Joko Nurkamto ◽  
Nur Arifah Drajati
Keyword(s):  
Secondary School ◽  
Corrective Feedback ◽  
Practical Experience ◽  
Teaching Writing ◽  
Writing Teachers ◽  
Written Corrective Feedback ◽  
Teachers Beliefs ◽  
Writing Strategy ◽  
Specific Teaching

Examining EFL writing teachers’ beliefs is becoming an essential study since teaching is no longer being noticed merely in a behaviour term but rather as thoughtful behaviour as teachers are active, thinking decision-maker. This study addresses the teachers’ beliefs in the specific teaching writing strategy that is commonly used by the teachers in Indonesia to assist students’ writing, teacher written corrective feedback. It was designed as a case study surveying two teachers from a secondary school in Lampung as its respondents. This current study aims at (1) exploring teachers’ beliefs in providing teacher written corrective feedback both in the explicitness and the amount of feedback, and (2) describing the factors that shape teachers’ beliefs in providing written corrective feedback. The data were collected by using mixed-type questionnaire and interview adapted from Lee (2009) consisting of three items related to the beliefs in written corrective feedback, followed by the factors that shape the beliefs teachers may hold on. The findings show some underlie different beliefs regarding the explicitness and amount of teacher written corrective feedback between the teachers. However, they agreed that academic background in the secondary school and college was counted as the contributed factor that shapes their beliefs in providing written corrective feedback on students’ writing. Further, teacher added practical experience when they are teaching writing as her additional factor.

scholarly journals Written Corrective Feedback Given to Errors in Sentence Structure: A Case Study

K ta Kita ◽  
2018 ◽  
Vol 6 (1) ◽  
pp. 64-72
Author(s):  
Fabiola Gunady
Keyword(s):  
Corrective Feedback ◽  
Qualitative Approach ◽  
Sentence Structure ◽  
Written Corrective Feedback

This study is done to find out the types of written corrective feedback related to errors in sentence structure given by the teacher of Writing 2 class and the types of sentence structure errors that have written corrective feedback. In this study, I used two theories: a typology of written corrective feedback types proposed by Ellis (2009) and exploring errors in grammar proposed by Ho (2005). This research used qualitative approach. The source of data was 23 students’ original drafts after the midterm exam and the data are teacher’s written corrective feedback found in the students’ original drafts and sentence structure errors that have written corrective feedback. The findings of this study showed that there were three types of written corrective feedback found in the students’ original drafts, namely: Direct Corrective Feedback, Indirect Corrective Feedback, and Reformulation and there were five types of sentence structure errors found in the students’ original drafts, namely: Fragmented sentence, Run-on sentence, Inappropriate coordinating conjunction, Inappropriate subordinating conjunction, and Misordering or Inversion of subject-verb. 

scholarly journals THE USE OF WRITTEN CORRECTIVE FEEDBACK TO IMPROVE THE TENTH GRADE STUDENTS’ WRITING SKILL OF DESCRIPTIVE TEXT

2016 ◽  
Vol 1 (2) ◽  
pp. 13
Author(s):  
M Ubayu Yahya ◽  
Suhartono Suhartono
Keyword(s):  
Corrective Feedback ◽  
Descriptive Case Study ◽  
Written Text ◽  
Written Corrective Feedback ◽  
Grade Teacher ◽  
Field Note ◽  
Tenth Grade ◽  
Research Problems ◽  
Almost All

Writing is a difficult process of how to share or state some ideas or opinions onto paper. Through text, students’ knowledge could be revealed. The wrong usage or application could be considered as the indicator that learning is taking place; however this kind of condition shouldn’t be allowed to happen continuously. The teacher should acknowledge where the students make the most error to give the appropriate technique. The research problems of this research are (1) What are written corrective feedbacks used by the tenth grade teacher in writing of descriptive text? (2) How do the students response to the written corrective feedbacks which are used by the tenth grade teacher in writing of descriptive text? In this research, the writer used a descriptive case study to attain the data. The subjects of this research are the English teacher and the tenth grade students at SMK PGRI 1 KEDIRI. The research is done in two days. The writer uses instruments such as interview, field note, questionnaire and students’ written text. The finding of this research is that (1) the teacher uses direct, indirect and metalinguistic corrective feedback; (2) direct corrective feedback gets 48% definitely like and 38% like, indirect corrective feedback gets 2% definitely like, 8% like and 2% do not like, and metalinguistic corrective feedback gets 2% like. Based on the findings, it can be concluded that: (1) the teacher used direct corrective feedback to correct almost all the students’ errors on their written text of descriptive text; (2) students preferred direct corrective feedback more than the others. The writer suggested that the teacher should acknowledge the theories of written corrective feedback so the students do not understand direct corrective feedback only but all types of written corrective feedback.   Key Words: Writing, Direct Corrective Feedback, Indirect Corrective Feedback, Metalinguistic Corrective Feedback.

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