Proficiency Level and the Relative Effects of Different Corrective Feedback Options on EFL Student Writing
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The present research investigated the effects of direct and indirect feedback options on accuracy improvement of selected target structures (simple past and present perfect tenses) with learners from two levels of L2 proficiency. It focused on two questions: (1) whether written corrective feedback helps enhance accuracy in writing and (2) whether there is any difference in the effectiveness of certain type of corrective feedback in relation to the learner’s level of L2 proficiency. In order to answer the questions, the scores of pre- and post- writing tests were analyzed using two-way repeated measures ANOVA. For the purpose of examining relative effects of the treatment, one-way ANOVAs with post-hoc tests were conducted. The results indicated that direct correction with meta-linguistic explanation was more effective for the beginner-level students and that coded feedback was more beneficial to the intermediate-level students. The findings suggest that the effect of the same feedback option may turn out differently in relation to the level of L2 proficiency. Learners with a low level of proficiency may benefit more from direct, explicit type of feedback, and learners with a higher level may engage more in indirect, implicit feedback options, thus promoting more noticing and learning.
Abstract
The present research investigated the effects of direct and indirect feedback options on accuracy improvement of selected target structures (simple past and present perfect tenses) with learners from two levels of L2 proficiency. It focused on two questions: (1) whether written corrective feedback helps enhance accuracy in writing and (2) whether there is any difference in the effectiveness of certain type of corrective feedback in relation to the learner’s level of L2 proficiency. In order to answer the questions, the scores of pre- and post- writing tests were analyzed using two-way repeated measures ANOVA. For the purpose of examining relative effects of the treatment, one-way ANOVAs with post-hoc tests were conducted. The results indicated that direct correction with meta-linguistic explanation was more effective for the beginner-level students and that coded feedback was more beneficial to the intermediate-level students. The findings suggest that the effect of the same feedback option may turn out differently in relation to the level of L2 proficiency. Learners with a low level of proficiency may benefit more from direct, explicit type of feedback, and learners with a higher level may engage more in indirect, implicit feedback options, thus promoting more noticing and learning.
참고문헌 (49)
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