Effects on Second Language Learning of Variations in Written Feedback on Homework Assignments

Abstract

This study assessed the effects on second language learning of variations in homework written feedback that either suppressed student errors or made them salient. Eighty students from two college Spanish courses were randomly assigned to treatment groups for a six-week period. Performance data were collected before and after treatment, as well as from homework during treatment. Analysis of variance blocking on pretest revealed significant achievement increases for treated students independent of course membership. Planned comparisons pooled across courses showed achievement was consistently superior under salient error conditions and in particular with constructively critical feedback. Results support the notion that the written performance of students learning a second language can benefit most by focusing on homework errors in a motivationally favorable manner. Relevance of the findings for instructional theory and second language teaching are discussed.As foreign language teaching has gradually come under the influence of theory and research on language acquisition, teachers have come to expect that students learning a second language will make many errors. A recent review on error correction in foreign language learning (Hendrickson 1978) suggested that (a) systematic analyses of errors can provide useful insights into the process of language acquisition because errors are signals of the student's progress and success in language learning; (b) teachers should avoid correction strategies that might embarrass or frustrate students; and (c) the attitudes, motivation, personality, and past language learning history of the students must be taken into account when teachers provide feedback to students. Other writers (e.g. Page 1958, Clark 1975, Clifford 1979 have noted further that pointing cut errors need not be considered as punishment but rather as information feedback to motivate the learner. The signal aspect of the reinforcement rather than the reward is critical (see also Gardner and Lambert 1972).This view rests on the assumption that the more information students have about their responses the better they will understand why they make mistakes. Such understanding should aid the students' ability to correct mistakes and increase achievement (Kulhavy 1977). This array of propositions was examined

Students’ Perceptions of Their Reflective Essay Writing Experience and Teacher Feedback Comments

“…For example, written feedback individualizes learning as it draws attention specifically to weaknesses in students' own writing; not those of others. By drawing the student's attention to material not adequately learned (Cardelle & Corno, 1981), it has potential for improving future performance by feeding forward into subsequent writing (Hattie & Timperley, 2007). Similar opinion was expressed in a study by Jackson and Marks (2014) whose participant explained that, "reading the feedback and looking over past hand-ins can help see some things to improve you are not aware of" (p. 1).…”

“…However, teachers seem to focus their feedback on the shortcomings of writing by attending to error more than excellence (Hyland & Hyland, 2001;Zamel, 1985). This is unfortunate as learners remember and value encouraging remarks (Ferris, 1995) as they provide effective support to learners and motivate sustained learning (Cardelle & Corno, 1981;Ellis, 2009). That said, it is necessary to state that positive feedback is not always effective on improving student revision (Dunsford, 2006;Ferris, 1997).…”

“…This is unfortunate as positive comments are more effective than those which provide information on incorrect responses (Kluger & DeNisi, 1996). At the least, it has potential to be a powerful motivator (Cardelle & Corno, 1981) although it may not always result in better quality in subsequent writings.…”

Students’ Perception and Preferences of Written Feedback in Academic Writing

“…The practice of giving both praise and criticism has been proven to help enhance students' writing (Cardelle & Corno 1981). The researchers advocate that teachers "provide specific feedback on [composition] that identifies students' errors, guides the students toward a better attempt next time and provides some positive comments on work particularly well done" (p. 260).…”

Relationships of attitudes toward homework and time spent on homework to course outcomes: The case of foreign language learning.

“…Their FL study begins well after this critical period (Pufahl, Rhodes, & Christian, 2000, 2001Rhodes & Pufahl, 2009), and few manage to attain a level of professional working proficiency in an FL during high school. Because various professions from government to business now call for FL skills (Berdan, 2012;Byrne, 2013;Davidson, 2012;Grasgreen, 2013;Helmore, 2013;Skorton & Altschuler, 2012), this often leads to (re-)learning of an FL in adulthood. For this reason, the findings of this study are especially relevant for FL educators in the United States, many of whom are working with adults instead of children.…”