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The Effects of Written Corrective Fe...

Doludenko, Elena.

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The Effects of Written Corrective Feedback on L2 Acquisition of Russian.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effects of Written Corrective Feedback on L2 Acquisition of Russian./
Author:	Doludenko, Elena.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	215 p.
Notes:	Source: Dissertations Abstracts International, Volume: 79-10, Section: A.
Contained By:	Dissertations Abstracts International79-10A.
Subject:	Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10748402
ISBN:	9780355794281

The Effects of Written Corrective Feedback on L2 Acquisition of Russian.
Doludenko, Elena.

The Effects of Written Corrective Feedback on L2 Acquisition of Russian. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 215 p.

Source: Dissertations Abstracts International, Volume: 79-10, Section: A.

Thesis (Ph.D.)--Indiana University, 2018.

This item must not be sold to any third party vendors.

The goal of this dissertation is to explore the effects of the focused and unfocused written corrective feedback (CF) and their role in the L2 acquisition of Russian grammatical structures. Unlike previous studies, it focuses on the CF effects on the inflectional morphology. The writing task used in the study measured the differences in the accuracy scores in writing between and within the groups that received focused, unfocused, or no CF on their writings. The focused group was corrected only on the genitive case; the unfocused group was corrected on the genitive case, prepositions, past and present tenses; the control group received only comments on their writing. In the written CF for the experimental groups, the correct form was provided along with the metalinguistic explanation of the rule. The results showed that the focused CF was more beneficial, as the focused group improved on all four categories at the delayed posttest and started using significantly more words and grammatical structures in their writing. The surprising finding was that the control group also used significantly more words and genitive case constructions. The error correction test measured the differences in the scores on the explicit task between and within the groups that received focused, unfocused, or no CF at all. The results revealed that the focused group performed significantly worse on all four grammatical structures. Even though this was an unexpected result, this group did not receive metalinguistic explanation on all four grammatical categories during the treatment. The questionnaires used in the study revealed that all learners preferred to be corrected in writing and the majority of them want to write without errors and believe in the written CF, even though not all participants admitted to studying the teacher's comments. Thus, the findings of this dissertation suggest that the focused CF is more beneficial for the low proficiency learners, as it results in higher accuracy scores and improves writing fluency. Yet, the absence of CF has some benefits as well, as it allows learners to write freely without the fear of being corrected. The unfocused CF seems to be of the least value for low proficiency learners.

ISBN: 9780355794281Subjects--Topical Terms:

524476
Linguistics.

The Effects of Written Corrective Feedback on L2 Acquisition of Russian.
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100 1 $a Doludenko, Elena. $3 3435463
245 1 4 $a The Effects of Written Corrective Feedback on L2 Acquisition of Russian.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 215 p.
500 $a Source: Dissertations Abstracts International, Volume: 79-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Shardakova, Maria.
502 $a Thesis (Ph.D.)--Indiana University, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a The goal of this dissertation is to explore the effects of the focused and unfocused written corrective feedback (CF) and their role in the L2 acquisition of Russian grammatical structures. Unlike previous studies, it focuses on the CF effects on the inflectional morphology. The writing task used in the study measured the differences in the accuracy scores in writing between and within the groups that received focused, unfocused, or no CF on their writings. The focused group was corrected only on the genitive case; the unfocused group was corrected on the genitive case, prepositions, past and present tenses; the control group received only comments on their writing. In the written CF for the experimental groups, the correct form was provided along with the metalinguistic explanation of the rule. The results showed that the focused CF was more beneficial, as the focused group improved on all four categories at the delayed posttest and started using significantly more words and grammatical structures in their writing. The surprising finding was that the control group also used significantly more words and genitive case constructions. The error correction test measured the differences in the scores on the explicit task between and within the groups that received focused, unfocused, or no CF at all. The results revealed that the focused group performed significantly worse on all four grammatical structures. Even though this was an unexpected result, this group did not receive metalinguistic explanation on all four grammatical categories during the treatment. The questionnaires used in the study revealed that all learners preferred to be corrected in writing and the majority of them want to write without errors and believe in the written CF, even though not all participants admitted to studying the teacher's comments. Thus, the findings of this dissertation suggest that the focused CF is more beneficial for the low proficiency learners, as it results in higher accuracy scores and improves writing fluency. Yet, the absence of CF has some benefits as well, as it allows learners to write freely without the fear of being corrected. The unfocused CF seems to be of the least value for low proficiency learners.
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