Corrective Feedback in SLA: Theoretical Relevance and Empirical Research

Chen, Jin; Lin, Jianghao; Lin, Jiang

doi:10.5539/elt.v9n11p85

Cited by 6 publications

(4 citation statements)

References 59 publications

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“…There are various designs under the provision of quasi-experimental, to be specific, the pre-test-post-test non-equivalent groups design was selected as the main design of the study. Early studies on corrective feedback were criticised due to methodological flaw with the absence of control groups (Chen, Lin & Jiang, 2016). Thus, based on criticism of early studies, a control group deprived of WCF strategies was included in the study.…”

Section: Designmentioning

confidence: 99%

The Effect of Written Corrective Feedback Strategies on Collocation Errors of Low-Performing Esl Learners

Fhaeizdhyall

Jerome

2020

PJEE

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The studies on error correction have been laying their emphasis on grammatical structures of the language with lack of focus on non-grammatical aspect such as lexical collocation. Therefore, this study aims at investigating the effect of direct and indirect written corrective feedback on low-performing ESL learners. Ninety-two students of a public university involved in the study. Three intact groups that have equal proficiency were identified at the beginning of the universityâ€™s academic term. A quasi-experimental design was employed with two experimental groups receiving indirect WCF and direct WCF separately, and a control group deprived of any treatment. The groups were measured in three different time points with pre-test before the intervention, immediate post-test after the intervention, and delayed post-test to measure retention effect. One-way ANOVA and repeated-measures ANOVA were used to measure the effect. The findings reveal that significant differences were detected in immediate post-tests of direct and indirect WCF groups which indicate that both WCF strategies can enhance participantsâ€™ collocational competency. Additionally, the findings also show that direct WCF strategy greatly affects participants collocation errors despite both groups performed better than the control group. This study demonstrates that retention effect was detected in the group that received direct WCF while the indirect WCF group was not able to retain - in delayed post-test. Recommendation is also discussed for Future directions of studies.Â

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Section: Designmentioning

confidence: 99%

The Effect of Written Corrective Feedback Strategies on Collocation Errors of Low-Performing Esl Learners

Fhaeizdhyall

Jerome

2020

PJEE

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“…Results from a study by [11] to examine learners' preferences regarding written corrective types, suggest that all students like having errors corrected indirectly with the use of codes. Additionally, Chen et al [12] carried out a study to test learners' preferences towards written error correction, however, the findings showed learners like to get feedback on content.…”

Section: Introductionmentioning

confidence: 99%

Exploring University Students' Preferences towards Written Corrective Feedback in EFL Context in Libya

Jahbel¹,

Latief²,

Cahyono³

et al. 2020

ujer

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This study was designed to explore Libyan EFL students' written corrective feedback preferences regarding their gender to explore the relationship between their gender and their preferences. The data were collected by applying a quantitative method by using a questionnaire. The main objective of this study was to investigate students' preferences on six types of Written Corrective Feedback and investigate which of these types they preferred the most. The researcher administered the questionnaire to a sample of 35 EFL students (16 males and 19 females) studying English (EFL) at Azzaytuna University in Libya. The data were analyzed to reveal the frequency, percentage, mean, and standard deviation values. Paired T-test samples were used to examine the gender differences regarding the types of feedback preferences. These results revealed that students had high preferences towards writing corrective feedback in all types. The results also revealed that there were no statistically significant differences between males and females related to their choices of corrective feedback types. In addition, the results demonstrated that form feedback is the most preferred type among students, followed by unfocused feedback, while content feedback is considered as the least preferable type. This study can be regarded as one of the aspects that may contribute to the improvement in the field of education, as it attempts to explore the characteristic and kinds of error feedback strategies which may promote EFL students at universities and colleges in Libya.

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“…It indicated that indirect feedback was the most preferred type of feedback. Since indirect feedback helps learners think independently, as stated by Aswell (2000) and Ferris (2002) in Chen, Lin, and Jiang (2016), indirect corrective feedback engages a great cognitive process. It encourages the students' self-reliance in thinking.…”

Section: Indirect Feedbackmentioning

confidence: 97%

Students’ Perspectives on the Teachers’ Written Corrective Feedback in Online Professional Narrative Writing Class

Sukha

Listyani²

2022

LLT Journal

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This research aimed to find out students' perspectives on the teachers' written corrective feedback in online Professional Narrative Writing classes and discover the types of the teachers' written corrective feedback that Professional Narrative Writing students prefer to help them revise their writing. Thus, the research questions of this study were (1) What are the students' perspectives on the teachers' written corrective feedback in online Professional Narrative Writing class? and (2) What are the types of the teachers' written corrective feedback that the students prefer to get to help them revise their writing in Professional Narrative Writing class? The participants of this study were thirty-four (34) students from three online Professional Narrative Writing classes in Universitas Kristen Satya Wacana. This study was conducted from September until December 2021. Also, the data collection instruments used open-ended and closed-ended questionnaires and interviews. The findings showed that the participants had positive and negative perspectives toward the teachers' written corrective feedback in online Professional Narrative Writing class. Then, the most preferred type of the teachers' written corrective feedback was indirect feedback since the participants believed it could help them revise their essays. Therefore, the findings of this study were expected to be useful for teachers in giving effective written corrective feedback. Keywords: students' perspectives, the teachers' written corrective feedback, online professional narrative writing class

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Corrective Feedback in SLA: Theoretical Relevance and Empirical Research

Cited by 6 publications

References 59 publications

The Effect of Written Corrective Feedback Strategies on Collocation Errors of Low-Performing Esl Learners

The Effect of Written Corrective Feedback Strategies on Collocation Errors of Low-Performing Esl Learners

Exploring University Students' Preferences towards Written Corrective Feedback in EFL Context in Libya

Students’ Perspectives on the Teachers’ Written Corrective Feedback in Online Professional Narrative Writing Class

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