Correlation between a Teacher’s Effective Corrective Feedback and Learners’ Self-Correction in a University Spanish Writing Class

This research is to measure the effect of focused and unfocused feedback on second language (L2) learners’ writing accuracy with involving gender and learners’ cultural background factors. The study applied a pretest-posttest quasi-experimental design. The participants were 128 learners at IAIN Palangka Raya, Indonesia. During the learning process, the first treatment group was treated using Focused Direct Feedback; the second treatment group was treated using Unfocused Direct Feedback, and the control group was not given any treatments or No Feedback. Data were analyzed using a three-way ANOVA analyses. The analysis confirmed that the focused direct of feedback gave a facilitative effect on the learners’ writing accuracy. In terms of gender, the learners' writing accuracy differed significantly different between males and female. In terms of cultural background, the learners’ writing accuracy did not differ significantly among each ethnics. There were no differences significantly on the learners’ writing accuracy caused by gender and the types of corrective feedback factors. There were no differences significantly on the learners’ writing accuracy caused by cultural background and types of corrective feedback factors. There were no differences significantly on the learners’ writing accuracy caused by gender and cultural background factors. There were no differences significantly on the learners’ writing accuracy caused by gender, cultural background the types of corrective feedback factors. To conclude, it was noted that gender and different types of feedback had a vital thing in increasing learners’ writing accuracy. Corrective feedback was important for both the teachers and learners in L2 writing class.

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The Impact of Teacher Corrective Feedback on EFL Student Writers’ Grammatical Improvement

English Language Teaching ◽

10.5539/elt.v10n10p43 ◽

2017 ◽

Vol 10 (10) ◽

pp. 43

Author(s):

Kanyakorn Sermsook ◽

Jiraporn Liamnimitr ◽

Rattaneekorn Pochakorn

Keyword(s):

Corrective Feedback ◽

Writing Assignments ◽

Student Writers ◽

Writing Improvement ◽

English Writing ◽

Writing Class ◽

Grammatical Errors ◽

Teachers And Students ◽

Efl Students ◽

The Impact

This paper aims to provide information about teacher corrective feedback that would be helpful for EFL students’ writing improvement. It focuses on feedback provided to correct grammatical errors made by student writers as the author finds that this type of errors can obstruct the effectiveness of students’ pieces of writing and may result in written miscommunication. Both direct and indirect teacher feedback types are discussed. Some pedagogical suggestions have been made based on the findings. It is hoped that this review article can help teachers and students in a writing class achieve the goal of producing grammatically correct English writing assignments.

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THE ROLE OF CORRECTIVE FEEDBACK ON ACADEMIC WRITING PERFORMANCE: EFL STUDENTS’ PERCEPTIONS

Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris ◽

10.34001/edulingua.v7i1.1167 ◽

2020 ◽

Vol 7 (1) ◽

Author(s):

Sri Wahyuningsih

Keyword(s):

Academic Writing ◽

Corrective Feedback ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Writing Performance ◽

Writing Class ◽

Efl Students ◽

Crucial Part ◽

Writing Task

In the context of higher education, corrective feedback plays a crucial part in academic writing. This paper, therefore, aims to explore the role of corrective feedback on the academic writing performance of EFL students at State Islamic Institute of Kudus. The study employed a qualitative research. In order to gather data, the writer interviewed the students about the perception of the use corrective feedback in enhancing their performance in academic writing. In addition, observation and documentation were conducted to get detail information. The result showed that corrective feedback including the aspects of providing and receiving feedback has led to better improvement in students’ academic writing performance. Indeed, they become more confident in performing their academic writing task. Further, through corrective feedback, students are highly pursued to give more comments regarding the performance of their peers in academic writing. In addition, lecturers merely give clarifications towards the corrective feedbacks in academic writing class by provoking question and answer to promote the students’ critical thinking skills.

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Corrective Feedback to Improve Students Writing Ability

Journal of Development Research ◽

10.28926/jdr.v1i2.24 ◽

2017 ◽

Vol 1 (2) ◽

pp. 59

Author(s):

LINA MARIANA ◽

Diani Nurhajati

Keyword(s):

Creative Writing ◽

Short Story ◽

Lesson Study ◽

Corrective Feedback ◽

Grammatical Structure ◽

Writing Ability ◽

Written Corrective Feedback ◽

Writing Class ◽

Before And After ◽

Oral Corrective Feedback

This article refers to a Lesson Study research implementing Corrective Feedback to enhance the students writing ability. The research aims to identify: (1) kinds and types of corrective feedback given by the lecturer to improve the students writing ability and (2) the process of giving corrective feedback in Creative Writing classroom. It was conducted to 37 second year students in the odd semester of 2016/2017 academic year of a University of Nusantara PGRI in Kediri, East Java. Questionaire, interview and tests were given before and after the implementation of corrective feedback activities and it had two cycles, consisting of three main stages, they are Plan, Do and See stage. The instruments used were questionnaire and interviews were given to the students before and after the implementation. The result showed that corrective feedback activities improved students writing ability. The students were interested in creative writing class as they paid good attention and felt fun when they were involved in making creative paragraphs consisting of a short story to be presented in front of the class and expressed their ideas upon the stories given. Their worries of making mistakes were decreased since the lecturer gave oral corrective feedback directly when they made mistakes in deciding the intrinsic elements of making short story and also when the lecturer made some notes upon their works as written corrective feedback discussing about the aspects of writing such as grammatical structure of sentences, vocabulary, ideas, organization and also mechanic. After having some beneficial notes to be revised the students will absolutely get the points about what the mistakes and weaknesses they made that not to be done again for the next project.

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Students’ Preferences Towards Lecturer’s Written Corrective Feedback in Writing Class

10.2991/assehr.k.211021.010 ◽

2021 ◽

Author(s):

Gusti Sofia Rizky Ramadhani ◽

Abdul Muth’im ◽

Emma Rosana Febriyanti

Keyword(s):

Corrective Feedback ◽

Written Corrective Feedback ◽

Writing Class

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WRITTEN CORRECTIVE FEEDBACK APPLIED BY ENGLISH TEACHER AT THE EIGHTH GRADE STUDENTS OF SMP NU PALANGKA RAYA

Intensive Journal ◽

10.31602/intensive.v4i2.5750 ◽

2021 ◽

Vol 4 (2) ◽

pp. 33

Author(s):

Umratul Janah ◽

Wahyuningsih Usadiati ◽

Ristati Ristati

Keyword(s):

Data Collection ◽

Corrective Feedback ◽

Eighth Grade ◽

Written Feedback ◽

English Teacher ◽

Word Choice ◽

Written Corrective Feedback ◽

Writing Class ◽

Eighth Grade Students ◽

Affective Feedback

This study was aimed at investigating written corrective feedback applied by an English teacher in writing class at eighth grade students of SMP NU Palangka Raya. Two research questions were formulated in this study. (1) How is the teacher written corrective feedback technique applied in English class of SMP NU Palangka Raya; (2) What are written feedback patterns applied by an English teacher in writing class at eighth grade students of SMP NU Palangka Raya. This study was case study with qualitative approach. For the data collection, it was used the instruments such as observation equipped with observation checklist, interview equipped with interview guideline, documentation and field notes. To analyze the data, it was through the techniques: data collection, data display, data reduction, and conclusion/drawing. For the data endorsement, it was used triangulation technique. The results showed that the teacher applied written corrective feedback technique in the class by some steps. The written corrective feedback applied by the teacher focuses on correct word choice, punctuation, grammar, organization, spelling, and content. The teacher also used affective feedback which feedback in the form of motivation on teacher’s writing. The patterns of written corrective feedback were feedback sandwich and gold star. Students’ response through written corrective feedback applied were: (1) teacher written feedback was objective, (2) teacher written feedback was clear, (3) teacher written feedback assisted the students (4) teacher written feedback was encouraging

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Dynamic Written Corrective Feedback in a Community College esl Writing Class Setting

Knowledge Mobilization in ◽

10.1163/9789004392472_005 ◽

2018 ◽

pp. 59-75

Keyword(s):

Community College ◽

Corrective Feedback ◽

Esl Writing ◽

Written Corrective Feedback ◽

Writing Class ◽

Community College Esl

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WRITTEN CORRECTIVE FEEDBACK IN ACADEMIC WRITING CLASS: HOW DOES EXPERIENCED TEACHER LEAD THE EFFECTIVE PRACTICE?

Edukasi: Jurnal Pendidikan ◽

10.31571/edukasi.v19i1.2315 ◽

2021 ◽

Vol 19 (1) ◽

pp. 150

Author(s):

Dayat Dayat

Keyword(s):

Language Learning ◽

Academic Writing ◽

Learning Experience ◽

Corrective Feedback ◽

Structured Interview ◽

Student Writing ◽

Experienced Teacher ◽

Written Corrective Feedback ◽

Writing Class ◽

Teacher Students

AbstractThe research aimed to investigate an Indonesian academic writing teacher’s practice on written corrective feedback (WCF) in academic writing class. A case study involving an experienced Indonesian academic writing teacher and teacher students were employed. To gather data, a semi-structured interview was conducted. The data were then analyzed using the content analysis method. The findings indicated that the teacher’s practice on WCF was mediated by her language learning experience. Thus, the teacher provided WCF on her students’ writing drafts by considering the students’ personalities and their level of writing ability. In correcting student writing errors, the teacher used several types of WCF; direct and indirect correction; metalinguistic clues to the errors; and the reformulation of the wrong words. The relevant pedagogical implications for teachers in conceptualizing WCF and in learning and practicing it on their daily instruction based on their knowledge, experience, and reflection-on-practice. AbstrakPenelitian bertujuan untuk mendeskripsikan praktik dosen Indonesia dalam penulisan akademik tentang umpan balik korektif tertulis (WCF) di kelas penulisan akademik. Penelitian termasuk studi kasus yang melibatkan seorang dosen Indonesia dalam menulis akademik yang berpengalaman dan mahasiswa. Untuk mengumpulkan data, dilakukan wawancara semi-terstruktur. Data tersebut kemudian dianalisis dengan menggunakan metode analisis isi. Temuan menunjukkan bahwa praktik dosen pada WCF dimediasi oleh pengalaman belajar bahasanya. Dosen memberikan WCF pada draf tulisan mahasiswanya dengan mempertimbangkan kepribadian mahasiswa dan tingkat kemampuan menulisnya. Dalam mengoreksi kesalahan menulis mahasiswa, dosen menggunakan beberapa jenis WCF; koreksi langsung dan tidak langsung; petunjuk kesalahan metalinguistik; dan perumusan ulang kata yang salah. Implikasi pedagogis yang relevan bagi dosen dalam membuat konsep WCF dan dalam mempelajari serta mempraktikkannya pada instruksi harian berdasarkan pada pengetahuan, pengalaman, dan refleksi pada praktik yang dilaksanakan.

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