Revision, Writing Anxiety, and the Effect of Written Corrective Feedback on Improving L2 Written Accuracy
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초록
Previous research has shown that revision is a factor mediating the effect of written corrective feedback(CF) on second language(L2) learners’ written accuracy. The purpose of the study is to extend the research in two ways. The first is to examine whether revision holds its mediating impact even when written CF targets highly complex structures such as the English hypothetical conditional. Second, the study explores whether revision interacts with other mediating factors such as L2 writing anxiety. A total of 105 Korean college students of English were assigned to six groups that differed in terms of anxiety level(low or high) and instructional treatment they received(written CF only, written CF plus revision, or no treatment). The participants produced four written texts through dictogloss tasks. The first, the third and the fourth one served as the pretest, the immediate posttest and the delayed posttest, respectively. The results revealed that revision increased the short-term effect of written CF given to the low-anxiety learners, which indicated that it had a mediating impact on the efficacy of written CF targeting highly complex structures over limited periods of time. However, the impact was not shown for the high-anxiety learners, demonstrating that there was interaction between revision and L2 writing anxiety.
Abstract
Previous research has shown that revision is a factor mediating the effect of written corrective feedback(CF) on second language(L2) learners’ written accuracy. The purpose of the study is to extend the research in two ways. The first is to examine whether revision holds its mediating impact even when written CF targets highly complex structures such as the English hypothetical conditional. Second, the study explores whether revision interacts with other mediating factors such as L2 writing anxiety. A total of 105 Korean college students of English were assigned to six groups that differed in terms of anxiety level(low or high) and instructional treatment they received(written CF only, written CF plus revision, or no treatment). The participants produced four written texts through dictogloss tasks. The first, the third and the fourth one served as the pretest, the immediate posttest and the delayed posttest, respectively. The results revealed that revision increased the short-term effect of written CF given to the low-anxiety learners, which indicated that it had a mediating impact on the efficacy of written CF targeting highly complex structures over limited periods of time. However, the impact was not shown for the high-anxiety learners, demonstrating that there was interaction between revision and L2 writing anxiety.
참고문헌 (46)
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