Direct and Indirect Feedback on Accuracy and the Effect on Complexity and Fluency
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The present study attempted to analyze the effect of different types of comprehensive written corrective feedback on grammatical accuracy, how this feedback affected complexity and fluency and whether there was a trade-off effect between complexity, accuracy, and fluency. 48 students were divided into three feedback groups: underlined indirect feedback, coded indirect feedback, and direct feedback. Paired Samples T-tests indicate none of the feedback groups showed a statistical difference for grammatical accuracy after the treatment. However, an analysis of the mean scores indicates that the coded indirect feedback group showed a marginal improvement in accuracy. There was no significant difference for the three groups in complexity or fluency after having received feedback on accuracy but an analysis of the mean scores indicates that there was a trade-off effect for the indirect feedback groups. This study in part supports the idea that low proficiency students are unable to focus on all areas of complexity, accuracy, and fluency at the same time.
Abstract
The present study attempted to analyze the effect of different types of comprehensive written corrective feedback on grammatical accuracy, how this feedback affected complexity and fluency and whether there was a trade-off effect between complexity, accuracy, and fluency. 48 students were divided into three feedback groups: underlined indirect feedback, coded indirect feedback, and direct feedback. Paired Samples T-tests indicate none of the feedback groups showed a statistical difference for grammatical accuracy after the treatment. However, an analysis of the mean scores indicates that the coded indirect feedback group showed a marginal improvement in accuracy. There was no significant difference for the three groups in complexity or fluency after having received feedback on accuracy but an analysis of the mean scores indicates that there was a trade-off effect for the indirect feedback groups. This study in part supports the idea that low proficiency students are unable to focus on all areas of complexity, accuracy, and fluency at the same time.
참고문헌 (33)
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