Effects of Direct Feedback on Complexity, Accuracy, and Fluency
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초록
The purpose of this study was to analyze the effects of unfocused, direct written corrective feedback on accuracy, and how this affected complexity and fluency. Sixteen students were given direct feedback in an intact writing class over a 15 week period. Paired samples t-tests were conducted to compare the pre- and post-test writing scores for complexity, accuracy, and fluency to see if there was any improvement. This study found that there was no significant difference in the mean scores for the pre- and post-test writings for complexity, accuracy, and fluency. Although the mean scores were not statistically significant, students did show improvement in the individual measures that were used to measure accuracy. This study supports written corrective feedback and disputes Truscott’s (1996, 2007) belief that it is ineffective and even detrimental to students.
Abstract
The purpose of this study was to analyze the effects of unfocused, direct written corrective feedback on accuracy, and how this affected complexity and fluency. Sixteen students were given direct feedback in an intact writing class over a 15 week period. Paired samples t-tests were conducted to compare the pre- and post-test writing scores for complexity, accuracy, and fluency to see if there was any improvement. This study found that there was no significant difference in the mean scores for the pre- and post-test writings for complexity, accuracy, and fluency. Although the mean scores were not statistically significant, students did show improvement in the individual measures that were used to measure accuracy. This study supports written corrective feedback and disputes Truscott’s (1996, 2007) belief that it is ineffective and even detrimental to students.
참고문헌 (29)
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