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

Abstract

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 university’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 participants’ 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

The Effects of Direct and Indirect Written Corrective Feedback on French Writing Skills: A Comparative Study

“…According to the results of the N-Gain score and statistical analysis, both direct and indirect WCF can decrease writing errors as well as improve French writing skills. The results of this study are in line with studies conducted by Amin & Saadatmanesh (2018), Karim & Nassaji (2020) and Fhaeizdhyall & Jerome (2020a) who discovered that classes that received WCF had better writing results than classes that received no WCF at all. According to their study, providing WCF has more remarkable outcomes than not providing it at all, regardless of the strategies used.…”

“…Direct WCF is more helpful since it avoids learner confusion within the feedback given and indicates the errors that were done, also how to correct them (Seiffedin & El-Sakka, 2017). In this case, If the correction is not delivered through WCF in a clearly defined structure, the students may select another incorrect form which could hinder them from learning the correction technique for future writing (Fhaeizdhyall & Jerome, 2020b). On the other hand, language learners with higher language proficiency levels can comprehend indirect WCF more effectively than language learners with lower language proficiency levels because they have more adequate knowledge and capacity to correct the errors themselves.…”