The Revision and Transfer Effects of Direct and Indirect Comprehensive Corrective Feedback on ESL Students' Writing

Autor/inn/en	Karim, Khaled; Nassaji, Hossein
Titel	The Revision and Transfer Effects of Direct and Indirect Comprehensive Corrective Feedback on ESL Students' Writing
Quelle	In: Language Teaching Research, 24 (2020) 4, S.519-539 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168818802469
Schlagwörter	Revision (Written Composition); Transfer of Training; Error Correction; Feedback (Response); English (Second Language); Second Language Learning; Writing Instruction; Instructional Effectiveness; Accuracy; Direct Instruction; Adults; Foreign Countries; Language Proficiency; Grammar; Canada + Suchen Sie Ihr Suchwort? Korrektur; Training; Transfer; Ausbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schreibunterricht; Unterrichtserfolg; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Ausland; Language skill; Language skills; Sprachkompetenz; Grammatik; Kanada
Abstract	This study investigated the short-term and delayed effects of comprehensive written corrective feedback (WCF) on L2 learners' revision accuracy and new pieces of writing (i.e., the transfer effect of feedback). Three types of feedback were compared: direct feedback and two types of indirect feedback that differed in their degree of explicitness (i.e., underlining only and underlining+metalinguistic cues). Fifty-three intermediate level learners of English as a second language (ESL) were divided randomly into four groups: One direct, two indirect, and a control group. Students produced three pieces of writing from different picture prompts and revised them over a three-week period. Each group also produced a new piece of writing two weeks later. The study included seven sessions: Writing 1, revision of Writing 1, Writing 2, revision of Writing 2, Writing 3, revision of Writing 3, and Writing 4 (delayed writing). The results showed that all the three feedback groups significantly outperformed the control group in revision tasks. Some short-term accuracy improvements were also found on new pieces of writing for direct and underlining+metalinguistic feedback, but the effects were largely non-significant. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01