The Long-Term Effectiveness of Written Corrective Feedback in an EFL Writing Class
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초록
This study examined whether two types of feedbacks (i.e., direct and indirect feedback) resulted in improvement in writing accuracy in the use of prepositions, personal pronouns, and verb tense agreement over the extended period of time and across different writing tasks. A two-factor ANOVA with repeated measures on one factor was performed to examine mean differences in accuracy scores over the three treatment time periods and across the different writing tasks. The results showed the significant and temporary effect for both direct and indirect corrective feedbacks on accuracy levels in the use of personal pronouns, prepositions, and verb tense agreement, but a long-term effect for corrective feedback was not immediate. In particular, when the two treatment groups encountered different writing tasks in the long-run framework, accuracy gains made in the set of previous post tests were not retained. The control group (i.e., self-correction with reading-writing practices) showed the stable growth in writing accuracy though the improvement in writing accuracy was not statistically significant. This study argues that the impacts corrective feedback had on writing accuracy were not sustainable in the long run and across writing tasks.
Abstract
This study examined whether two types of feedbacks (i.e., direct and indirect feedback) resulted in improvement in writing accuracy in the use of prepositions, personal pronouns, and verb tense agreement over the extended period of time and across different writing tasks. A two-factor ANOVA with repeated measures on one factor was performed to examine mean differences in accuracy scores over the three treatment time periods and across the different writing tasks. The results showed the significant and temporary effect for both direct and indirect corrective feedbacks on accuracy levels in the use of personal pronouns, prepositions, and verb tense agreement, but a long-term effect for corrective feedback was not immediate. In particular, when the two treatment groups encountered different writing tasks in the long-run framework, accuracy gains made in the set of previous post tests were not retained. The control group (i.e., self-correction with reading-writing practices) showed the stable growth in writing accuracy though the improvement in writing accuracy was not statistically significant. This study argues that the impacts corrective feedback had on writing accuracy were not sustainable in the long run and across writing tasks.
참고문헌 (35)
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