The Development of EFL Learners' Grammatical Accuracy with Repeated Written Corrective Feedback
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참고문헌
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초록
The purpose of this exploratory study was to investigate the extent to which repeated direct error correction over several compositions improves EFL learners’ grammatical accuracy in the use of verb tenses and articles. The study examined the argumentative essay writing of six native Korean undergraduates. The six students wrote three essays, each of which they rewrote following direct error correction. All of the original essays and corresponding revised versions—a total of 36 compositions—were then analyzed, and the average effects of time on accuracy for the two target structures were estimated. The results indicate that students improved their correct use of articles (d = 0.958), but not their correct use of verb tenses (d = -0.023). Interestingly, the students showed no improvement in article accuracy on the compositions they revised immediately after receiving corrections. These findings suggest that repeated direct written corrective feedback on multiple compositions may lead to meaningful improvement in written accuracy for some grammatical features, but not others, and that the impact of written correction may only be seen over time, rather than on immediate revision.
Abstract
The purpose of this exploratory study was to investigate the extent to which repeated direct error correction over several compositions improves EFL learners’ grammatical accuracy in the use of verb tenses and articles. The study examined the argumentative essay writing of six native Korean undergraduates. The six students wrote three essays, each of which they rewrote following direct error correction. All of the original essays and corresponding revised versions—a total of 36 compositions—were then analyzed, and the average effects of time on accuracy for the two target structures were estimated. The results indicate that students improved their correct use of articles (d = 0.958), but not their correct use of verb tenses (d = -0.023). Interestingly, the students showed no improvement in article accuracy on the compositions they revised immediately after receiving corrections. These findings suggest that repeated direct written corrective feedback on multiple compositions may lead to meaningful improvement in written accuracy for some grammatical features, but not others, and that the impact of written correction may only be seen over time, rather than on immediate revision.
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