Effects of Direct and Indirect Feedback on Accuracy in Low Proficiency Students’ Writing
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참고문헌
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초록
The present study investigated the effects of direct and indirect unfocused written corrective feedback on low proficiency students’ grammatical accuracy. 48 Korean students from three classes were assigned to a control group (self-correction), direct feedback group, and an indirect feedback group where errors were coded. A pre-test, five new writings, revisions and a post-test were administered over a 15 week semester. Results showed that neither of the feedback groups statistically outperformed the other, nor did they outperform the control group in terms of grammatical accuracy in the post-test.
Abstract
The present study investigated the effects of direct and indirect unfocused written corrective feedback on low proficiency students’ grammatical accuracy. 48 Korean students from three classes were assigned to a control group (self-correction), direct feedback group, and an indirect feedback group where errors were coded. A pre-test, five new writings, revisions and a post-test were administered over a 15 week semester. Results showed that neither of the feedback groups statistically outperformed the other, nor did they outperform the control group in terms of grammatical accuracy in the post-test.
참고문헌 (29)
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