The Effectiveness of Written Corrective Feedback and the Impact Lao Learners' Beliefs Have on Uptake

Autor/inn/en	Rummel, Stephanie; Bitchener, John
Titel	The Effectiveness of Written Corrective Feedback and the Impact Lao Learners' Beliefs Have on Uptake
Quelle	In: Australian Review of Applied Linguistics, 38 (2015) 1, S.66-84 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-0640
Schlagwörter	Error Correction; Pretests Posttests; Cues; Grammar; Accuracy; Feedback (Response); Control Groups; Morphemes; Instructional Effectiveness; Student Attitudes; Asians; Laotians; Sino Tibetan Languages; English (Second Language); Second Language Learning; Second Language Instruction; Written Language; Native Language; Foreign Countries; Teaching Methods; English for Academic Purposes; Questionnaires; Interviews; Intensive Language Courses; Statistical Analysis; Metalinguistics; Language Tests; Scholarships; Study Abroad; Undergraduate Students; Australia; Laos; New Zealand + Suchen Sie Ihr Suchwort? Korrektur; Stichwort; Grammatik; Morphem; Unterrichtserfolg; Schülerverhalten; Asian; Asiat; Asiatin; Asiaten; Asiate; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Geschriebene Sprache; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Interviewing; Interviewtechnik; Intensivkurs; Sprachkurs; Statistische Analyse; Metalanguage; Metasprache; Language test; Sprachtest; Scholarship; Stipendium; Studies abroad; Auslandsstudium; Australien; Neuseeland
Abstract	This article presents the results of a study examining the effectiveness of written corrective feedback (CF) on the simple past tense and the impact beliefs may have on students' uptake of the feedback they receive. A seven-week study was carried out with 42 advanced EFL learners in Vientiane, Laos. Students' beliefs about written CF were first collected, after which they were assigned to either the control group or to groups that received written CF according to their feedback preferences. Students produced four pieces of writing (pre-test, post-test and two delayed post-tests) that responded to narrative prompts. The targeted grammatical feature was the simple past tense. The study found that the three feedback groups showed significant improvement in the use of the targeted feature while the control group did not. Furthermore, the results seemed to indicate that beliefs might have impacted on the extent to which the Lao students improved their linguistic accuracy because the students who received their preferred type of feedback were more successful at eliminating the targeted errors than the ones who did not. (As Provided).
Anmerkungen	Applied Linguistics Association of Australia. e-mail: info@alaa.org.au; Web site: http://www.alaa.org.au/page/aral_journal.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01