The Use of Models as a Form of Written Feedback to Secondary School Pupils of English

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.

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A Study on the Effectiveness of Written Feedback in Writing Tasks among Upper Secondary School Pupils

10.31237/osf.io/4yfrv ◽

2020 ◽

Author(s):

Aixa Hafsha

Keyword(s):

Secondary School ◽

Teaching And Learning ◽

Written Feedback ◽

Upper Secondary School ◽

Upper Secondary ◽

Writing Skill ◽

English Classroom ◽

Giving Feedback ◽

Writing Task ◽

Secondary School Pupils

This research is a study on the feedback received among upper secondary school pupils on their writing tasks in school. As it is known, English is the second language taught in schools in Malaysia. Among the four skills taught in the English classroom, the writing skill is said to be one of the most difficult skills to be acquired. There are many methods and strategies that have been carried out by teachers and pupils to make acquiring this skill easy. Giving feedback to pupils’ writing task has been one of the methods used to teach writing effectively. However, this skill continues to be the most difficult and the most time consuming skill to be taught and learned. Therefore, a study was carried out among 30 pupils of SMK Abdul Rahman Talib to examine the types of feedback received by secondary school pupils and the perception of pupils towards the feedback they received. Questionnaires were distributed to pupils which consist of four sections. Respondents were required to answer all sections. The data was analysed using SPSS. Based on the data collected, the results clearly showed that the feedback received by pupils helped them improve their writing skills. Thus, this study has proven that giving feedback in writing tasks is essential for pupils and it can make the teaching and learning of the writing skill easier to be carried out. Therefore, teachers have to practice giving written feedback in pupils’ writing tasks.

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Exploring the learning potential of models with secondary school EFL learners

Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics ◽

10.1075/resla.00013.mon ◽

2019 ◽

Vol 32 (1) ◽

pp. 155-184

Author(s):

Félix Montealegre Ramón

Keyword(s):

Secondary School ◽

Corrective Feedback ◽

Learning Potential ◽

Efl Learners ◽

Different Types ◽

Stage 1 ◽

Model Texts ◽

Writing Task

Abstract The role of Corrective Feedback (CF) in the process of acquiring a second language (L2) has been deemed an issue of controversy among theorists and researchers alike. In this empirical study, the objective is to investigate the quality of EFL learners’ processing of feedback employing models and different types of noticing (perfunctory or substantive [Qi & Lapkin, 2001]). The study was carried out with 13- and 14-year-old learners placed in two groups and engaged in a three-stage writing task that included composing a picture-based story (Stage 1), comparing their texts with a model (Stage 2), and rewriting the story (Stage 3). The groups differed in the way they were prompted to process the model text. The findings indicate that there are no differences between the two feedback groups within stages. All the participants increased the number of features reported across stages regardless of the feedback condition. The employment of a model text provided the students with alternative features related to lexis, form, and ideas. The potential effects of model texts and types of noticing on L2 learners’ language development are discussed.

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The Use of Models as Written Corrective Feedback in English as a Foreign Language (EFL)Writing

Annual Review of Applied Linguistics ◽

10.1017/s0267190517000071 ◽

2017 ◽

Vol 37 ◽

pp. 110-127 ◽

Cited By ~ 7

Author(s):

María del Pilar García Mayo ◽

Udane Loidi Labandibar

Keyword(s):

Foreign Language ◽

Language Learning ◽

Corrective Feedback ◽

Negative Attitude ◽

Learning Potential ◽

Feedback Processing ◽

Efl Writing ◽

Efl Context ◽

Written Corrective Feedback ◽

Writing Task

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.

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Repeat After me

Toegepaste Taalwetenschap in Artikelen ◽

10.1075/ttwia.84-85.10gri ◽

2010 ◽

Vol 84-85 ◽

pp. 93-102 ◽

Cited By ~ 1

Author(s):

Eliene Gritter

Keyword(s):

Secondary School ◽

Native Speaker ◽

Empirical Studies ◽

Control Group ◽

Dynamic Systems Theory ◽

Before And After ◽

The Subject ◽

Picture Description ◽

Description Task ◽

Secondary School Pupils

It has often been argued that the teaching of L2 articulatory settings (AS) will improve learners' L2 pronunciation. However, although many impressionistic accounts have been written on the subject, only few empirical studies have been conducted to test these assumptions. This article reports on a study set out to test the effectiveness of teaching AS differences to Dutch secondary school pupils in order to improve their pronunciation of English. Four AS lessons were given to a group of secondary school pupils, while a control group received standard pronunciation lessons concentrating on segmental differences. The pupils were recorded while doing a picture description task both before and after instruction. Native speaker judges then assessed their English pronunciation proficiency. Although no significant differences were found between pre and post instruction pronunciation proficiency in both groups as a whole, there were a number of pupils in both groups that did improve their pronunciation. These results might be explained by Dynamic Systems Theory.

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Affective damage from teachers� written corrective feedback

EduLite Journal of English Education Literature and Culture ◽

10.30659/e.6.2.287-299 ◽

2021 ◽

Vol 6 (2) ◽

pp. 287

Author(s):

Gartika Pandu Bhuana ◽

Ula Nisa El Fauziah

Keyword(s):

Foreign Language ◽

Qualitative Method ◽

Negative Impact ◽

Corrective Feedback ◽

Structured Interview ◽

Written Feedback ◽

Written Corrective Feedback ◽

Proficiency Level ◽

Third Grade Students ◽

Writing Task

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.

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