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Effects of Written Corrective Feedback on the Use of the English Indefinite Article in EFL Learners’ Writing

이정원|윤경옥
한국영어교육학회 (Korea Association Of Teachers Of English)|2020.06|영어교육 (English Teaching)|제75권 제2호|pp. 21-40

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참고문헌

키워드

corrective feedbackdirect written feedbackmetalinguistic explanationindefinite article
주제분류영어와문학

초록

The present study aimed at investigating the effects of the two types of teacher feedback―direct corrective feedback (DCF) and metalinguistic explanation (ME)―on the development of EFL learners’ knowledge of the English indefinite article and on their use of it in writing. For this study, 58 college students classified into three groups (two experimental groups and one control group) took the error correction test and performed three writing tasks. The results of the study are 1) there was no group effect of the two types of feedback in the development of their explicit knowledge of the target feature in the test, whereas a time effect was found that their knowledge of the target feature developed significantly after the treatment; and 2) no group differences were found between the two types of feedback in the use of the target feature in the revised writing and among the three writings, though the DCF group outperformed the ME group in the accurate use of the target feature in writing. Theoretical and pedagogical relevance of the findings is addressed.

Abstract

The present study aimed at investigating the effects of the two types of teacher feedback―direct corrective feedback (DCF) and metalinguistic explanation (ME)―on the development of EFL learners’ knowledge of the English indefinite article and on their use of it in writing. For this study, 58 college students classified into three groups (two experimental groups and one control group) took the error correction test and performed three writing tasks. The results of the study are 1) there was no group effect of the two types of feedback in the development of their explicit knowledge of the target feature in the test, whereas a time effect was found that their knowledge of the target feature developed significantly after the treatment; and 2) no group differences were found between the two types of feedback in the use of the target feature in the revised writing and among the three writings, though the DCF group outperformed the ME group in the accurate use of the target feature in writing. Theoretical and pedagogical relevance of the findings is addressed.

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관련 논문AI추천

Focused written corrective feedback and its roles in learning English articles황정희팬코리아영어교육학회 · 영어교육연구2015 · 제27권 제4호Types of Information in Written Corrective Feedback and Its Efficacy on L2 Acquisition장성수한국영어교육학회 · 영어교육2012 · 제67권 제3호The effects of direct error correction and metalinguistic explanation on learners’ explicit and implicit knowledge of the English article in EFL Contexts.김지현팬코리아영어교육학회 · 영어교육연구2015 · 제27권 제4호The Efficacy of Different Types of Metalinguistic Information in L2 Written Corrective FeedbackJang Sung-Soo한국영어교육학회 · 영어교육2020 · 제75권 제4호Written Corrective Feedback: Its Explicitness, Target Structure and Efficacy in Improving L2 Accuracy장성수팬코리아영어교육학회 · 영어교육연구2021 · 제33권 제3호Relative Effects of Direct Focused and Unfocused WCF on the Accuracy Development of Two Language Forms김지현한국영어교육학회 · 영어교육2019 · 제74권 제4호

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