Corpus-based Feedback in Elementary English Writing: Impacts on Performance and Learner Attitudes
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This study examines the impact of corpus-based feedback on elementary school students’English writing performance and attitudes. Forty-two fifth-grade students were assignedto either a research group (n = 22), which received data-driven learning (DDL) feedbackusing teacher-selected concordance examples, or a comparison group (n = 20), whichreceived direct teacher feedback and explicit instruction. Across four instructional lessons,both groups participated in pre- and post-writing assessments, and qualitative data werecollected through surveys and interviews. The results indicate that the corpus-based groupdemonstrated greater improvement in writing performance compared to the comparisongroup, with significant gains observed among both higher- and lower-proficiency learnerswhen appropriate scaffolding was provided. While students generally responded positivelyto corpus-based feedback, some reported difficulties during the writing process. Thesefindings suggest that corpus-based feedback can be an effective pedagogical approach inelementary writing instruction, offering a valuable alternative to conventional feedbackmethods.
Abstract
This study examines the impact of corpus-based feedback on elementary school students’English writing performance and attitudes. Forty-two fifth-grade students were assignedto either a research group (n = 22), which received data-driven learning (DDL) feedbackusing teacher-selected concordance examples, or a comparison group (n = 20), whichreceived direct teacher feedback and explicit instruction. Across four instructional lessons,both groups participated in pre- and post-writing assessments, and qualitative data werecollected through surveys and interviews. The results indicate that the corpus-based groupdemonstrated greater improvement in writing performance compared to the comparisongroup, with significant gains observed among both higher- and lower-proficiency learnerswhen appropriate scaffolding was provided. While students generally responded positivelyto corpus-based feedback, some reported difficulties during the writing process. Thesefindings suggest that corpus-based feedback can be an effective pedagogical approach inelementary writing instruction, offering a valuable alternative to conventional feedbackmethods.