Dynamic Written Corrective Feedback in Developmental Multilingual Writing Classes

Autor/in	Kurzer, Kendon
Titel	Dynamic Written Corrective Feedback in Developmental Multilingual Writing Classes
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 52 (2018) 1, S.5-33 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.366
Schlagwörter	Error Correction; Feedback (Response); English (Second Language); Second Language Learning; Second Language Instruction; Grammar; Quasiexperimental Design; Writing Instruction; Role; Multilingualism; Error Patterns; Accuracy; Instructional Effectiveness; Teaching Methods; College Students + Suchen Sie Ihr Suchwort? Korrektur; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Grammatik; Schreibunterricht; Rollen; Mehrsprachigkeit; Multilingualismus; Fehlertyp; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent
Abstract	This study investigated the role of dynamic written corrective feedback (DWCF; Evans, Hartshorn, McCollum, & Wolfersberger, 2010; Hartshorn & Evans, 2015; Hartshorn et al., 2010), a mode of providing specific, targeted, and individualized grammar feedback in developmental English as a second language (ESL) writing classes (pre-first year composition) at a large western U.S. research university. Via a quasi-experimental design investigating DWCF at three different levels of developmental ESL writing classes across three terms with 325 student participants, results of this study suggest that multilingual students become better at self-editing and have more accurate timed writing paragraphs after taking classes that supplement grammar instruction using DWCF than those who take classes with only traditional grammar instruction. Specific error categories were investigated (global, local, and mechanical, per Bates, Lane, & Lange, 1993), with largely significant results across all error types at each language level, indicating that DWCF may be an effective pedagogical intervention to improve linguistic accuracy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01