Written Corrective Feedback and Accuracy Development in EFL Classrooms: Types of Feedback and Errors
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참고문헌
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초록
There is growing interest in the role of written corrective feedback (CF). Although many studies have investigated the effect of written CF on the development of L2 accuracy, there is still little classroom-based research. Most of studies investigated the effectiveness of focused written CF in laboratory settings, limiting the application of the findings to real classrooms. Thus, the present study investigated whether or not unfocused written CF was useful with respect to L2 accuracy development in four composition classes in a university. More specifically, the study examined written CF practiced in intact classrooms. It focused on the relationships between the effects of CF and types of errors (i.e., verb, noun, article, lexicon, and sentence) and types of error correction (i.e., direct vs. indirect CF). The data were collected from forty university learners enrolled in four composition classes taught by two native English speaking teachers. The research found that learner errors decreased in the use of verb, article, and sentence; but not in noun and lexicon. The reduction, however, was only observed in the classroom where direct CF was provided. In this paper, the findings are discussed with respect to the complexity of grammar rules and the degree of explicitness of instruction. The results of the research added another piece of evidence to the claim that all grammar rules are not learned in the same way; thus, learner errors need to be treated differently according to the nature of the targeted rules. Feedback providers need to carefully consider the relationship among the complexity of the rules, the explicitness of feedback, and given instruction time.
Abstract
There is growing interest in the role of written corrective feedback (CF). Although many studies have investigated the effect of written CF on the development of L2 accuracy, there is still little classroom-based research. Most of studies investigated the effectiveness of focused written CF in laboratory settings, limiting the application of the findings to real classrooms. Thus, the present study investigated whether or not unfocused written CF was useful with respect to L2 accuracy development in four composition classes in a university. More specifically, the study examined written CF practiced in intact classrooms. It focused on the relationships between the effects of CF and types of errors (i.e., verb, noun, article, lexicon, and sentence) and types of error correction (i.e., direct vs. indirect CF). The data were collected from forty university learners enrolled in four composition classes taught by two native English speaking teachers. The research found that learner errors decreased in the use of verb, article, and sentence; but not in noun and lexicon. The reduction, however, was only observed in the classroom where direct CF was provided. In this paper, the findings are discussed with respect to the complexity of grammar rules and the degree of explicitness of instruction. The results of the research added another piece of evidence to the claim that all grammar rules are not learned in the same way; thus, learner errors need to be treated differently according to the nature of the targeted rules. Feedback providers need to carefully consider the relationship among the complexity of the rules, the explicitness of feedback, and given instruction time.
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