Journal Article10.1111/J.1467-9922.2011.00674.X
Evidence on the Effectiveness of Comprehensive Error Correction in Second Language Writing
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TL;DR: The authors investigated the effect of direct and indirect comprehensive corrective feedback (CF) on learners' written accuracy and found that CF is a useful educational tool that teachers can use to help learners improve their written accuracy over time.
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Abstract: This study investigated the effect of direct and indirect comprehensive corrective feedback (CF) on second language (L2) learners’ written accuracy (N = 268). The study set out to explore the value of CF as a revising tool as well as its capacity to support long-term accuracy development. In addition, we tested Truscott’s (e.g., 2001, 2007) claims that (a) correction may have value for nongrammatical errors but not for errors in grammar; (b) students are inclined to avoid more complex constructions due to error correction; and (c) the time spent on CF may be more wisely spent on additional writing practice. Results showed that both direct and indirect comprehensive CF led to improved accuracy, over what is gained from self-editing without CF (control group 1) and from sheer writing practice without CF (control group 2), and this was true not only during revision but also in new pieces of writing (i.e., texts written during posttest and delayed posttest sessions, 1 and 4 weeks after the delivery of CF). Furthermore, a separate analysis of grammatical and nongrammatical error types revealed that only direct CF resulted in grammatical accuracy gains in new writing and that pupils’ nongrammatical accuracy benefited most from indirect CF. Moreover, CF did not result in simplified writing when structural complexity and lexical diversity in students’ new writing were measured. Our findings suggest that comprehensive CF is a useful educational tool that teachers can use to help L2 learners improve their written accuracy over time. Keywords written corrective feedback; error correction; direct and indirect feedback; second language writing; accuracy development; written complexity
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Citations
The effects of direct and indirect written corrective feedback on french writing skills: a comparative study
Alifia Jihan Anandani Bima,Dadang Sunendar,Dante Darmawangsa +2 more
TL;DR: The direct written corrective feedback group showed a significantly greater improvement in French writing skills compared to the indirect written corrective feedback group.
1
Which Is the Most Effective Technique for Inducing Learners’ Attention to Written Corrective Feedback (WCF): Revision or Discussion?: Approximate Replication of Ekanayaka and Ellis (2020)
TL;DR: The authors examined the effects of direct semi-focused WCF on 91 first year undergraduates learning English at a University in Sri Lanka over a 4-week period and found that the requirement of revision following WCF proved to be more effective than peer discussion.
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Feedback Complexity and Writing Skill: The Relative Effectiveness of No Feedback, Error-flagging and Response-contingent Feedback Types
TL;DR: The authors found that unelaborated feedback is of limited pedagogical value, whereas elaborated feedback can contribute to linguistic accuracy in L2 writing, and that feedback has an undeniably significant role in improving performance in skill learning.
Students’ Perceptions of 4D Feedback Treatment on EFL Writing in Oman
Nazanin Dehdary,Hashil Al-Saadi +1 more
- 01 Jan 2020
TL;DR: The authors explored the impacts of languaging and 4D feedback on the students' writing from the viewpoints of EFL students in a foundation programme in Oman, and found that the feedback assists noticing and boosts student engagement with feedback from students' perspectives.
1
Le feedback correctif dans les productions écrites en FLE
TL;DR: The purpose of this paper is to identify the objectives pursued by teachers when correcting learners writings and show that the type of feedback used is essentially the direct feedback, while other forms of feedback are neglected.
References
The case against grammar correction in L2 writing classes
TL;DR: It is argued that grammar correction in L2 writing classes should be abandoned, for the following reasons: substantial research shows it to be ineffective and none shows itto be helpful in any interesting sense.
The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of l2 student writing
TL;DR: Findings are that both direct correction and simple underlining of errors are significantly superior to describing the type of error, even with underlining, for reducing long-term error.
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Error feedback in l2 writing classes: how explicit does it need to be?
Dana R. Ferris,Barrie Roberts +1 more
TL;DR: The authors investigated the effect of explicit error feedback on self-edit performance of ESL students and found that less explicit feedback seemed to help these students to selfedit just as well as corrections coded by error type.
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Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar.
TL;DR: This article reported on a new study of the effects of implicit and explicit corrective feedback on the acquisition of past tense -ed, which was measured by means of an oral imitation test (designed to measure implicit knowledge) and both an untimed grammaticality judgment test and a metalinguistic knowledge test (both designed to measure explicit knowledge).