Effects of Different Types of Comprehensive Written Corrective Feedback on Grammatical Accuracy
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참고문헌
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초록
The present study investigated whether different types of comprehensive written corrective feedback helped EFL students’ grammatical accuracy development, and whether direct or indirect feedback was more effective for them. 64 students were divided into four groups and three received different types of written corrective feedback: direct feedback, coded feedback, and underlined feedback. The fourth group was a control group. A pre-test, five new writings and revisions, and a post-test were administered over a 15 week semester. An analysis of the pre- and post-test indicate that feedback in itself is beneficial to students, as the direct and underlined feedback groups’ improvement was statistically significant. The coded group showed a marginal significance, with the control group showing no improvement. An analysis of the post-tests show that none of the feedback groups outperformed the other nor did they outperform the control group. However, the results were marginally significant. This study supports the idea that students should receive written corrective feedback, regardless of the type.
Abstract
The present study investigated whether different types of comprehensive written corrective feedback helped EFL students’ grammatical accuracy development, and whether direct or indirect feedback was more effective for them. 64 students were divided into four groups and three received different types of written corrective feedback: direct feedback, coded feedback, and underlined feedback. The fourth group was a control group. A pre-test, five new writings and revisions, and a post-test were administered over a 15 week semester. An analysis of the pre- and post-test indicate that feedback in itself is beneficial to students, as the direct and underlined feedback groups’ improvement was statistically significant. The coded group showed a marginal significance, with the control group showing no improvement. An analysis of the post-tests show that none of the feedback groups outperformed the other nor did they outperform the control group. However, the results were marginally significant. This study supports the idea that students should receive written corrective feedback, regardless of the type.
참고문헌 (27)
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