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Effectiveness of Corrective Feedback...

Wang, Xin.

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Effectiveness of Corrective Feedback on L2 Writing: Quantitative and Qualitative Perspectives in an EFL Context.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effectiveness of Corrective Feedback on L2 Writing: Quantitative and Qualitative Perspectives in an EFL Context./
作者:	Wang, Xin.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	276 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10281268
ISBN:	9780355242607

Effectiveness of Corrective Feedback on L2 Writing: Quantitative and Qualitative Perspectives in an EFL Context.
Wang, Xin.

Effectiveness of Corrective Feedback on L2 Writing: Quantitative and Qualitative Perspectives in an EFL Context. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 276 p.

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ed.D.)--Northern Arizona University, 2017.

Corrective feedback (CF) often refers to negative evidence in second language acquisition (SLA) and sometimes is used interchangeably with error and grammar correction by researchers. Investigations have been undertaken to explore a variety of issues in SLA that are associated with CF in second language (L2) writing. Scholars debate whether corrective feedback contributes to improving L2 learners' grammatical accuracy in writing performance. On one hand, based on the impracticality of providing detailed corrective feedback for all L2 learners and detached grammar instruction in language classrooms, some researchers take a stance on the ineffectiveness of corrective feedback; on the other hand, many researchers promote the efficacy and significance of the role played by CF in the process of L2 writing.

ISBN: 9780355242607Subjects--Topical Terms:

516208
English as a second language.

Effectiveness of Corrective Feedback on L2 Writing: Quantitative and Qualitative Perspectives in an EFL Context.
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500 $a Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
500 $a Adviser: Norbert Francis.
502 $a Thesis (Ed.D.)--Northern Arizona University, 2017.
520 $a Corrective feedback (CF) often refers to negative evidence in second language acquisition (SLA) and sometimes is used interchangeably with error and grammar correction by researchers. Investigations have been undertaken to explore a variety of issues in SLA that are associated with CF in second language (L2) writing. Scholars debate whether corrective feedback contributes to improving L2 learners' grammatical accuracy in writing performance. On one hand, based on the impracticality of providing detailed corrective feedback for all L2 learners and detached grammar instruction in language classrooms, some researchers take a stance on the ineffectiveness of corrective feedback; on the other hand, many researchers promote the efficacy and significance of the role played by CF in the process of L2 writing.
520 $a Because controversies concerning CF are ongoing and inconclusive and the complexity of issues with CF tends to compound the difficulty of making claims about the efficacy of CF, the topic deserves further research. This research employs a quasi-experimental design and examines three major issues: (1) the extent to which CF facilitates or improves students' writing accuracy; (2) teachers' and students' expectations and preferences for CF; (3) the extent to which contextual and affective factors affect students' understanding of CF and their production of accurate L2 writing.
520 $a The research consists of 105 college level EFL learners and three teachers from three intact classes in an Eastern Chinese University. One class was assigned to the control group which did not receive any corrective feedback, but did receive comments on content and organization of their writing. The other two classes were then assigned to each of the two comparison groups which received different types of corrective feedback: indirect feedback or direct feedback. My study therefore is framed within a mixed-methods approach that incorporates both quantitative and qualitative research designs to address the research questions. Data collection for the quantitative approach includes student text/error analysis, treatments (i.e., provision of corrective feedback), examination of tests (i.e., pretest, posttest and delayed posttest), and questionnaires. Quantitative data were analyzed using SPSS including both descriptive (M and SD) and inferential statistics (i.e., Correlation Coefficient and one-way ANOVA). Data collection for the qualitative approach includes interviews, surveys and classroom observations.
520 $a Within a research period of ten weeks, this study did not reveal statistically significant group differences between the two CF groups and the content-only group on individual error reduction or the total number of errors, but a time effect was observed within each group from the pretest to the delayed posttest. Thus, the stronger effect of CF was not significant enough to be observable on student writing accuracy, because the control (FC) group that did not receive CF also improved. Both students and teachers believed feedback was important and beneficial, but there is contradiction between what the teachers believed and their actual practices in the classroom. In addition, the study indicates that students' attitudes and the EFL learning context potentially suggest a clear and decisive relationship between students' perception of the difficulty in understanding and correcting the errors and their eventual improvement in writing accuracy. A number of implications and pedagogical recommendations for EFL teachers and CF research are also discussed.
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