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Written Corrective Feedback Impact on Grammatical Accuracy in L2 Writing: A Quantitative and Qualitative Look.

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Title: Written Corrective Feedback Impact on Grammatical Accuracy in L2 Writing: A Quantitative and Qualitative Look.
Authors: Parreño, Arlan1 arlanparreno@gmail.com
Source: Writing & Pedagogy. 2015, Vol. 7 Issue 2/3, p279-303. 25p.
Subject Terms: *Psychological feedback, *Study & teaching of language composition, *Second language acquisition, *English language education, *Education, Grammar
Abstract: This quasi-experimental study examined the efficacy of the three types of written corrective feedback (WCF), namely, direct, indirect and coded WCF, and the no-correction approach. A diary study on student responses to WCF was also conducted. The one-semester investigation involved 68 Thai students in an undergraduate English course. Results showed that the three WCF types had significantly better revision effects than the no-correction approach, but only the coded WCF produced significant delayed effects. However, analyses of diary entries suggested no general accuracy improvement in any group. Diary study results indicated that, although all groups reported awareness of, similar actions and positive attitudes towards WCF, the coded WCF group seemed more aware of the WCF than the other groups. Findings suggest that focused coded WCF helps in learning English as an L2, although its role in L2 acquisition remains to be seen. [ABSTRACT FROM AUTHOR]
Copyright of Writing & Pedagogy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Written Corrective Feedback Impact on Grammatical Accuracy in L2 Writing: A Quantitative and Qualitative Look.
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  Data: <searchLink fieldCode="JN" term="%22Writing+%26+Pedagogy%22">Writing & Pedagogy</searchLink>. 2015, Vol. 7 Issue 2/3, p279-303. 25p.
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  Data: *<searchLink fieldCode="DE" term="%22Psychological+feedback%22">Psychological feedback</searchLink><br />*<searchLink fieldCode="DE" term="%22Study+%26+teaching+of+language+composition%22">Study & teaching of language composition</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22English+language+education%22">English language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink>
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  Data: This quasi-experimental study examined the efficacy of the three types of written corrective feedback (WCF), namely, direct, indirect and coded WCF, and the no-correction approach. A diary study on student responses to WCF was also conducted. The one-semester investigation involved 68 Thai students in an undergraduate English course. Results showed that the three WCF types had significantly better revision effects than the no-correction approach, but only the coded WCF produced significant delayed effects. However, analyses of diary entries suggested no general accuracy improvement in any group. Diary study results indicated that, although all groups reported awareness of, similar actions and positive attitudes towards WCF, the coded WCF group seemed more aware of the WCF than the other groups. Findings suggest that focused coded WCF helps in learning English as an L2, although its role in L2 acquisition remains to be seen. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Writing & Pedagogy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1558/wap.v7i2-3.25991
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      – SubjectFull: Psychological feedback
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      – SubjectFull: Study & teaching of language composition
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      – SubjectFull: Second language acquisition
        Type: general
      – SubjectFull: English language education
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      – SubjectFull: Grammar
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      – TitleFull: Written Corrective Feedback Impact on Grammatical Accuracy in L2 Writing: A Quantitative and Qualitative Look.
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