Engaging with written corrective feedback: A longitudinal study comparing the effects of semi-focused feedback followed by self-revision and peer-discussion on gains in grammatical accuracy.
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| Title: | Engaging with written corrective feedback: A longitudinal study comparing the effects of semi-focused feedback followed by self-revision and peer-discussion on gains in grammatical accuracy. |
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| Authors: | Ekanayaka, Waruni Iresha1 waruni.ekanayaka@postgrad.curtin.edu.au, Ellis, Rod1 rod.ellis@curtin.edu.au |
| Source: | Instructed Second Language Acquisition. 2024, Vol. 8 Issue 1, p41-63. 23p. |
| Subject Terms: | *English as a foreign language, *Experimental groups, *Longitudinal method, *Control groups, Exit interviewing |
| Abstract: | This paper extends a similar study by Kim and Emeliyanova (2021) by comparing the effects of self-revision (R) and peer-discussion (D) on linguistic accuracy following semi-focused direct written corrective feedback WCF. The study involved three groups of low-intermediate English as a second language (ESL) learners in a Sri Lankan university. The two experimental groups (R and D) received semi-focused WCF on ten problem-solution writing tasks. The R group (n = 30) revised each task and the D Group B (n = 31) discussed corrections for each task in pairs. A Control group (n = 31) just completed the tasks without WCF. Grammatical accuracy in all ten tasks was measured using obligatory occasion analysis. Both experimental groups (but not the Control group) improved in accuracy over the ten tasks. The R group was consistently more accurate than the D with medium effect sizes but the difference was not statistically significant. Overall, the findings echo those reported by Kim and Emeliyanova. The results are discussed in terms of the writers' cognitive, behavioural and attitudinal engagement with WCF, drawing on findings from an exit questionnaire and interviews. [ABSTRACT FROM AUTHOR] |
| Copyright of Instructed Second Language Acquisition 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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 179251612 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Engaging with written corrective feedback: A longitudinal study comparing the effects of semi-focused feedback followed by self-revision and peer-discussion on gains in grammatical accuracy. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ekanayaka%2C+Waruni+Iresha%22">Ekanayaka, Waruni Iresha</searchLink><relatesTo>1</relatesTo><i> waruni.ekanayaka@postgrad.curtin.edu.au</i><br /><searchLink fieldCode="AR" term="%22Ellis%2C+Rod%22">Ellis, Rod</searchLink><relatesTo>1</relatesTo><i> rod.ellis@curtin.edu.au</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Instructed+Second+Language+Acquisition%22">Instructed Second Language Acquisition</searchLink>. 2024, Vol. 8 Issue 1, p41-63. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Experimental+groups%22">Experimental groups</searchLink><br />*<searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br />*<searchLink fieldCode="DE" term="%22Control+groups%22">Control groups</searchLink><br /><searchLink fieldCode="DE" term="%22Exit+interviewing%22">Exit interviewing</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper extends a similar study by Kim and Emeliyanova (2021) by comparing the effects of self-revision (R) and peer-discussion (D) on linguistic accuracy following semi-focused direct written corrective feedback WCF. The study involved three groups of low-intermediate English as a second language (ESL) learners in a Sri Lankan university. The two experimental groups (R and D) received semi-focused WCF on ten problem-solution writing tasks. The R group (n = 30) revised each task and the D Group B (n = 31) discussed corrections for each task in pairs. A Control group (n = 31) just completed the tasks without WCF. Grammatical accuracy in all ten tasks was measured using obligatory occasion analysis. Both experimental groups (but not the Control group) improved in accuracy over the ten tasks. The R group was consistently more accurate than the D with medium effect sizes but the difference was not statistically significant. Overall, the findings echo those reported by Kim and Emeliyanova. The results are discussed in terms of the writers' cognitive, behavioural and attitudinal engagement with WCF, drawing on findings from an exit questionnaire and interviews. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Instructed Second Language Acquisition 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=179251612 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1558/isla.26982 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 41 Subjects: – SubjectFull: English as a foreign language Type: general – SubjectFull: Experimental groups Type: general – SubjectFull: Longitudinal method Type: general – SubjectFull: Control groups Type: general – SubjectFull: Exit interviewing Type: general Titles: – TitleFull: Engaging with written corrective feedback: A longitudinal study comparing the effects of semi-focused feedback followed by self-revision and peer-discussion on gains in grammatical accuracy. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ekanayaka, Waruni Iresha – PersonEntity: Name: NameFull: Ellis, Rod IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 23984155 Numbering: – Type: volume Value: 8 – Type: issue Value: 1 Titles: – TitleFull: Instructed Second Language Acquisition Type: main |
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