Focused written corrective feedback and its roles in learning English articles
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참고문헌
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초록
This study examines whether focused written corrective feedback has an effect on EFL learners’acquisition of a target structure: English articles. It also compares the effect of one common typeof written corrective feedback-direct correction (DC)-with metalingustic explanation (ME). Recent research has shown that focused direct feedback is effective in improving grammaticalaccuracy. However, few studies have investigated the effect of metalingustic explanations as afeedback type, and the findings of the studies are inconsistent. 32 Korean EFL students in L2writing classes participated in the study. The effect of the two types of focused feedback wasmeasured by an error correction test and self-editing task. In addition, a four month delayedpost-test and a retrospective interview were elicited from two learners in each of the DC andME groups. Three major findings emerged. First, both groups who received feedbacksignificantly outperformed on the error correction test, but the group difference was notsignificant. Second, only the DC group significantly improved in the accurate use of the articlein the self-editing task. Third, the analysis of the data from the small number of students showsthat neither of the feedback types had long-term impact on the error correction test andself-editing task. This implies that written corrective feedback might not be beneficial if thestudents do not have the knowledge to understand the feedback. These findings are discussedfrom the theoretical perspectives of SLA, and pedagogical implications and suggestions areprovided.
Abstract
This study examines whether focused written corrective feedback has an effect on EFL learners’acquisition of a target structure: English articles. It also compares the effect of one common typeof written corrective feedback-direct correction (DC)-with metalingustic explanation (ME). Recent research has shown that focused direct feedback is effective in improving grammaticalaccuracy. However, few studies have investigated the effect of metalingustic explanations as afeedback type, and the findings of the studies are inconsistent. 32 Korean EFL students in L2writing classes participated in the study. The effect of the two types of focused feedback wasmeasured by an error correction test and self-editing task. In addition, a four month delayedpost-test and a retrospective interview were elicited from two learners in each of the DC andME groups. Three major findings emerged. First, both groups who received feedbacksignificantly outperformed on the error correction test, but the group difference was notsignificant. Second, only the DC group significantly improved in the accurate use of the articlein the self-editing task. Third, the analysis of the data from the small number of students showsthat neither of the feedback types had long-term impact on the error correction test andself-editing task. This implies that written corrective feedback might not be beneficial if thestudents do not have the knowledge to understand the feedback. These findings are discussedfrom the theoretical perspectives of SLA, and pedagogical implications and suggestions areprovided.
참고문헌 (38)
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