Korean EFL Learners’ Writing Accuracy under Different Types of Feedback Conditions
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초록
The study intends to explore whether or not different types of feedback could affect learners’ writing accuracy in using the L2 grammatical features and the effect of the feedback on their accuracy could be sustained over time. 69 college students from the four intact classes were randomly divided into the three groups: 23 participants received indirect metalinguistic coded feedback (IMC) on their writing tasks, 25 participants received direct corrective feedback (DCF), and 21 participants received feedback on the content and organization (Content). Three writing tasks comprised a pre-test, post-test, and delayed post-test. Three different types of feedback (i.e., IMC, DCF, and Content) were used as the instructional treatment. The results indicated that the IMC group gained more accuracy than the DCF group followed by the Content group and showed the same pattern in retaining the effect over time. Based on the results, several pedagogical implications are suggested and there are also some limitations of the study discussed.
Abstract
The study intends to explore whether or not different types of feedback could affect learners’ writing accuracy in using the L2 grammatical features and the effect of the feedback on their accuracy could be sustained over time. 69 college students from the four intact classes were randomly divided into the three groups: 23 participants received indirect metalinguistic coded feedback (IMC) on their writing tasks, 25 participants received direct corrective feedback (DCF), and 21 participants received feedback on the content and organization (Content). Three writing tasks comprised a pre-test, post-test, and delayed post-test. Three different types of feedback (i.e., IMC, DCF, and Content) were used as the instructional treatment. The results indicated that the IMC group gained more accuracy than the DCF group followed by the Content group and showed the same pattern in retaining the effect over time. Based on the results, several pedagogical implications are suggested and there are also some limitations of the study discussed.
참고문헌 (38)
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