Written Direct and Indirect Comprehensive Feedback’s Influence on Kuwaiti Undergraduate University Students’ Writing Accuracy
Abstract
This study explored the influence of instructor’s written direct/ indirect comprehensive corrective feedback on intermediate Kuwaiti university students’ writing accuracy. It also examined the subjects’ opinions regarding the impact of the provided types of feedback on their motivation. In order to reach this end, a mix of qualitative and quantitative methods were implemented. The informants of the current study were 134 intermediate undergraduate Kuwaiti university students. The participants were randomly divided into five groups. These five groups involved a control group and four treatment groups. The control group did not receive any type of feedback. The treatment groups received different types of treatment. The participants of the first treatment group received direct feedback. The participants of the other three treatment groups received different types of indirect feedback, underlining only, underlining in addition to metalinguistic comments and underlining in addition to face to face conference. All the participants had to generate 7 writing tasks in nine weeks. After submitting each writing task, the treatment was provided then each participant had to generate a new draft of the same writing. In week nine the participants had to generate a new piece of writing. The Findings of the current study highlighted the importance of direct written comprehensive corrective feedback in improving the writing accuracy in revision tasks. In addition, a significant short- and long-term effects of direct written comprehensive on improving the grammatical accuracy of the participants of the current study were found. Furthermore, the participants of the current study have reported their dire need to receive written direct comprehensive feedback as they believed it was the most effective type of feedback and it had a great impact on their motivation.
Keywords
Full Text:
PDFReferences
Almasi, E., & Tabrizi, A. (2016). The effects of direct vs. indirect corrective feedback on Iranian EFL learners' writing accuracy. Journal of Applied Linguistics and Language Research, 3 (1), pp. 74-85.
Amrhein, H. R., & Nassaji, H. (2010). Written corrective feedback: What do students and teachers prefer and why? Canadian Journal of Applied Linguistics, 13, 95-127.
Bitchener, J., & Knoch, U. (2010). The contribution of written corrective feedback to language development: A ten-month investigation. Applied Linguistics, 31, 193-214. doi:10.1093/applin/amp016
Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing,12: 267-296.
Corder, S. P. (1967). The Significance of Learners’ Errors. International Review of Applied Linguistics in Language Teaching, 5, 161-170.
DeKeyser, R. M. (1998). Beyond focus on form: Cognitive perspectives on learning and practicing second language grammar. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 42-63). Cambridge: Cambridge University Press.
DeKeyser, R. M. (2003). Implicit and explicit learning. In C. J. Doughty & M. H. Long (Eds.), Handbook of second language acquisition (pp. 313-348). Oxford: Blackwell.
Ellis, R., Sheen, Y. Murakami, M., & Takashima, H. (2008). The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System, 36, 353-371.
Ellis, R. (2010). A framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition, 32(2), 335–349.
Ferris, D. (1999). The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing, 8, 1–11.
Ferris, D. (2004). The ‘‘grammar correction’’ debate in L2 writing: Where are we, and where do we go from here? (and what do we do in the meantime . . .?). Journal of Second Language Writing, 13, 49–62.
Ferris, D. R. (2006). Does error feedback help student writers/new evidence on the short- and long-term effects of written error correction. In Hyland, K., Hyland, F. (Eds.), Feedback in Second Language Writing: Contexts and Issues (pp. 81-104). Cambridge: Cambridge University Press.
Ferris, D., & Roberts, B. (2001). Error feedback in L2 writing classes. How explicit does it need to be? Journal of Second Language Writing, 10, 161–184.
Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, (1), 81-112. http://dx.doi.org/10.3102/003465430298487 (accessed 14/01/2016).
Hattie, J. (2012). Know thy impact. Educational Leadership, 70(1), 18–23.
Housen, A., &Pierrard, M. (2005).Instructed second language acquisition: Introduction. In A. Housen& M. Pierrard (Eds.), Investigations in Instructed Second Language Acquisition, (pp.1–26). Berlin: Mouton de Gruyter.
Hossain, M. (2015). Teaching Productive Skills to the Students: A Secondary Level Scenario. Dhaka: BRAC University.
Harmer. J. (2004). How to teach writing. London: Longman.
Hyland, K. (2003). Second language writing. Cambridge: Cambridge University Press.
Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39, 83–101.
Jakobson, L. (2015). Holistic perspective on feedback for adult beginners in an online course of Swedish. Apples – Journal of Applied Language Studies, 9(2), 51–71.
Jodaie, M., Farrokhi, F., & Zoghi, M. (2011). A comparative study of EFL teachers’ and intermediate high school students’ perceptions of written corrective feedback on grammatical errors. English Language Teaching, 4, 36-48.
Karim, K. (2013). The effects of direct and indirect written corrective feedback (CF) on English-as-a-second language. University of Victoria: Khaled Karim.
Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.
Lee, I. (2005). Error correction in the L2 writing classroom: What do students think? TESOL Canada Journal, 22(2), 1-16.
Lightbown, P. M., & Spada, N. (1999). How languages are learned. Oxford, UK: Oxford University Press.
Long, M.H. (2000).Focus on form in task-based language teaching. In Lambert, R. & Shohamy, E. (Eds). Language Policy and Pedagogy: Essays in Honor of A. Ronald Walton. 258Philadelphia: John Benjamins.
Long, M. H. (2009). Methodological Principles for Language Teaching. The Handbook of Language Teaching. Wiley-Blackwell.
Lyster, R., Saito, K. &, Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46 (1), 1-40.
Mack, L. (2009). Issues and Dilemmas: What conditions are necessary for effective teacher written feedback for ESL Learners? Polyglossia, 16, 33-39.
Manchón, R. M. (2011). Writing to learn the language: Issues in theory and research. In R. M. Manchón (Ed.), Learning‐to‐Write and Writing‐to‐Learn in an Additional Language, (pp. 61‐82). Amsterdam/Philadelphia: Johns Benjamins Publishing Company.
Pienemann, M. (1989). Is language teachable? Applied Linguistics, 10(1), 52-79.
Pollard, A. (1990). Towards a sociology of learning in primary schools. British Journal of Sociology of Education, 11(3), 241–256.
Santos, M., Serrano, S. L., & Manchón, R. M. (2010). The differential effect of two types of direct written corrective feedback on noticing and uptake: Reformulation vs. error correction. International Journal of English Studies, 10(1), 131-154.
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158.
Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and Second Language Instruction, (pp. 3-32). Cambridge: Cambridge University Press.
Septiana, A. R., Sulistyo, G.H., & Kadarisman, A.E. (2016). Corrective feedback and writing accuracy of students across different levels of grammatical sensitivity. Indonesian Journal of Applied Linguistics, 6(1), 1-11.
Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on ESL learners’ acquisition of articles. TESOL Quarterly, 41, 255–283.
Sheen, Y., Wright, D., & Moldawa, A. (2009). Differential effects of focused and unfocused written correction on the accurate use of grammatical forms by adult ESL learners. System, 37, 556– 569.
Sheen, Y. (2010). The role of oral and written corrective feedback. SLA. Studies in Second Language Acquisition, 32(2), 169-179.
Shirahata, T. (2015). Who's Afraid of Grammatical Errors? Tokyo: Taishukan.
Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer Eds. Principle and Practice in Applied Linguistics: Studies in Honor of H. G. Widdowson (pp. 125-144). Oxford: Oxford University Press.
Swain, M. (2005). The Output Hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of Research in Second Language (pp. 471-483). Mahwah, NJ: Erlbaum.
Tawfeeq, H. (2018). The Role of Written Corrective Feedback in Improving Kurdish EFL University Students’ Writing. Journal of University of Human Development, 4(4), 61-74. doi:10.21928/juhd. v4n4y2018. pp61-74
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46(2), 327-369.
Truscott, J. (2007). The effect of error correction on learners' ability to write accurately. Journal of Second Language Writing,16, 255-272.
Truscott, J., & Hsu, A. Y. (2008). Error correction, revision, and learning. Journal of Second Language Writing, 17, 292–305.
Truscott, J. (2009). Arguments and appearances: A response to Chandler. Journal of Second Language Writing, 18, 59-60.
van Beuningen, C. G. (2011). The effectiveness of comprehensive corrective feedback in second language writing. Unpublished doctoral dissertation. University of Amsterdam, Netherlands. Retrieved from http://dare.uva.nl/en/record/374645.
van Beuningen, C. G., De Jong, N. H. & Kuiken, F. (2012). Evidence on the effectiveness of comprehensive error correction in second language writing. Language Learning, 62,1-41.
Refbacks
- There are currently no refbacks.
Copyright (c) 2019 Journal of Applied Linguistics and Language Research