Comparing the effects of direct and indirect synchronous written corrective feedback: Learning outcomes and students' perceptions

Kim, YouJin; Choi, Bumyong; Kang, Sang-Hee; Kim, Binna; Yun, Hyunae

doi:10.1111/flan.12443

Cited by 38 publications

(32 citation statements)

References 43 publications

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“…This indicates that most students rated highly the usefulness of the collaborative correcting process they had experienced. Although this finding is supported by previous research reporting students' acknowledgement of the effects of teacher feedback on accuracy improvement (Ferris, 1995;Kim et al, 2020;Montgomery & Baker, 2007;Saito, 1994), it elaborates on the teacher's mediation and peer collaboration. The findings are supplemented by the eight students' reported benefits of correction, which are in line with MLE's transcendence.…”

Section: Theme 1: Evaluation Of Effectivenesssupporting

confidence: 59%

“…Student perceptions of teacher feedback have long been researched in L2 writing studies, yet these have reported inconclusive findings. Students perceived that the teacher's written corrections and comments helped improve their writing accuracy (Ferris, 1995;Kim, Choi, Kang, Kim, & Yun, 2020;Montgomery & Baker, 2007;Saito, 1994). In particular, Malaysian university students acknowledged that teacher feedback on content and organization of their written texts is more useful than feedback on vocabulary and grammar (Vasu, Ling, & Nimehchisalem, 2016).…”

Section: Brief Review Of Feedback Research Into Learners' Perceptionsmentioning

confidence: 99%

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Secondary Students’ Perceptions of Their Engagement in a Correcting Process

Dang¹

2021

IES

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This study draws on mediated learning experience (MLE) theory to contextualize the correcting process within the sociocultural dimension of the teacher’s intervention and collaborative learning to facilitate student engagement with discovering, correcting, and rewriting practices. This correcting process was administered to eight mixed-ability groups of Vietnamese secondary students (n = 31) to investigate students’ perceptions of their engagement in the process from both quantitative and qualitative perspectives that have been under-researched so far. The statistical analysis of a closed-ended questionnaire shows that students strongly agreed with the practices and effectiveness of the process, accuracy improvement, approach preferences, and learning motivation. Eight students’ responses to semi-structured interviews elaborated on the benefits and disadvantages of group-correction and the significance of targeting errors, and on each correcting phase. While students’ responses satisfied MLE’s criteria, their perceptions of the limitations of group-correction somewhat qualified the way reciprocity occurred. The findings suggest offering students opportunities to act on language issues in their writing and confirm the usefulness of engagement with correction-feedback practices from which implications for L2 writing and further research are discussed.

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Section: Theme 1: Evaluation Of Effectivenesssupporting

confidence: 59%

Section: Brief Review Of Feedback Research Into Learners' Perceptionsmentioning

confidence: 99%

Secondary Students’ Perceptions of Their Engagement in a Correcting Process

Dang¹

2021

IES

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“…Unlike Shintani and Aubrey (2016), which utilized on-line systems, Kim et al (2020) examined the role of direct (i.e. offering the correct forms) and indirect (i.e.…”

Section: Literature Reviewmentioning

confidence: 99%

Task repetition, synchronous written corrective feedback and the learning of Korean grammar: A classroom-based study

Kim

Choi

Yun

et al. 2020

Language Teaching Research

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Recently, there has been a shift in the perception of tasks. Tasks are no longer viewed as ‘one-off’ activities, and the importance of studying the role of task repetition has been increasingly addressed (Bygate, 2018). However, the way task repetition effects are mediated by other instructional conditions such as corrective feedback has not been widely researched. The current study examined the effects of task repetition and indirect synchronous written corrective feedback (WCF) during collaborative writing on the quality of students’ written task performance and the learning of Korean grammar. Fifty-four Korean as a foreign language learners completed a pretest, two collaborative writing tasks, and two posttests over 10 weeks. Their task performance was analysed in terms of complexity, accuracy and fluency, and the pretest and posttest results were scored for both suppliance and accuracy of the production of target grammatical features. The findings showed that task repetition improved writing fluency, and while synchronous WCF negatively impacted fluency during collaborative writing, it facilitated accuracy in students’ writing. In terms of the learning of target grammatical features, no significant benefit of synchronous WCF was found.

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“…For example, of the two target structures examined, the effect of indirect feedback was more pronounced on the past perfect tense than on articles. More recently Kim et al (2020) compared the impact of direct and indirect written CF on 53 beginner learners of L2 Korean targeting 12 linguistic features. They found that direct written CF was more useful in helping students produce accurate writing, but both feedback types were effective in promoting the learning of new linguistic features through collaborative writing.…”

Section: Literature Reviewmentioning

confidence: 99%

The Amount and Usefulness of Written Corrective Feedback Across Different Educational Contexts and Levels

Lira-Gonzales¹,

Nassaji²

2020

TESL Canada

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This study examined and compared different written corrective feedback techniques used by English as a second language (ESL) teachers in three different educational contexts and levels (primary, secondary, and college) in Quebec, Canada. In particular, it examined whether there were any differences in the types of errors made, the kind and degree of feedback provided, as well as the students’ ability to incorporate the feedback while revising their texts. Data were collected at the three aforementioned contexts from six ESL teachers in their intact classes when they corrected their students’ (N = 128) written essays (drafts and revisions). Results revealed an important difference across the three levels in terms of students’ errors, teachers’ feedback, and students’ revisions. They showed that (a) while grammatical errors were made more frequently by primary students, lexical errors were made more frequently by college students; (b) primary and secondary students received more direct than indirect feedback, while college students received more indirect feedback; (c) the secondary and college students were more successful in incorporating the feedback into their revisions than primary students. La présente étude a examiné et comparé plusieurs techniques de rétroactions correctives écrites utilisées par des enseignants d’anglais langue seconde (ALS) dans trois contextes et niveaux d’éducation différents (primaire, secondaire et collégial) au Québec, au Canada. En particulier, elle a examiné s’il existait des différences dans les types d’erreurs qui étaient faites, quelle sorte et quel niveau de rétroaction étaient fournis ainsi que la capacité des élèves à intégrer la rétroaction lorsqu’ils révisaient leurs textes. On a recueilli des données dans les trois contextes susmentionnés auprès de six enseignants d’ALS dans leurs classes intactes lorsqu’ils corrigeaient les rédactions (brouillons et révisions) de leurs élèves (N = 128). Les résultats ont révélé une différenc importante dans les trois niveaux en ce qui concerne les erreurs des élèves, la rétroaction des enseignants et les révisions des élèves. Les résultats ont montré que (a), alors que les élèves de primaire faisaient plus d’erreurs grammaticales, les élèves de collège faisaient plus d’erreurs lexicales; (b) les élèves de primaire et de secondaire recevaient plus de rétroaction directe qu’indirecte, alors que les élèves de collège recevaient plus de rétroaction indirecte; (c) les élèves de secondaire et de collège réussissaient mieux à incorporer la rétroaction dans leurs révisions que les élèves de primaire.

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Comparing the effects of direct and indirect synchronous written corrective feedback: Learning outcomes and students' perceptions

Cited by 38 publications

References 43 publications

Secondary Students’ Perceptions of Their Engagement in a Correcting Process

Secondary Students’ Perceptions of Their Engagement in a Correcting Process

Task repetition, synchronous written corrective feedback and the learning of Korean grammar: A classroom-based study

The Amount and Usefulness of Written Corrective Feedback Across Different Educational Contexts and Levels

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