Efficacy of Written Corrective Feedback on University Students’ Writing

Sibanda, Jabulani

doi:10.1080/09718923.2015.11893490

Cited by 5 publications

(9 citation statements)

References 4 publications

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“…The nature of the Dialectic Theory is rooted in the skills' model that requires distinct linguistic elements and the socialisation model in which students are implicitly inducted into established discourse and academic practices (Jabulani, 2015; Lea and Street, 2006). The feedback the lecturer gives after the student writes, prompts students to write more.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The research project, which forms a major prerequisite for their graduation, is usually divided into sections: chapters one to five, references and appendix (if any) (Fajobi and Osiesi, 2020). Research project writing is a graduation requirement in university education and should be given utmost priority by lecturers, students and university management alike (Jabulani, 2015). University lecturers frequently offer constructive criticism of both the discipline knowledge and other conventional features of writing when evaluating students' research project writing (Gray, 2011).…”

Section: Introductionmentioning

confidence: 99%

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Exploring the perceptions and experiences of university lecturers on corrective feedback in students' research project supervision: a case for computer-mediated mode

Osiesi

Azeez²,

Adeniran³

et al. 2023

JARHE

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PurposeThis study intends to add to the existing body of literature and provides a strong advocacy for the use of the computer-mediated corrective feedback by university lecturers in Nigeria and elsewhere. The purpose of this paper is to explore the perceptions and experiences of lecturers toward students' research project supervision using the computer-mediated corrective feedback, factors that facilitate its use, the most preferred computer-mediated corrective feedback types and the extent of its usage in project supervision.Design/methodology/approachThis research relies on both the Dialectical Theory and the Unified Theory of Acceptance and Use of Technology. This study adopted the interpretivist philosophical paradigm. The case study approach of the qualitative design was used in this investigation. The research participants were selected using the multi-stage sampling procedure. In all, twenty-four (24) lecturers (four from each university, comprising 16 males and 8 females and their ages ranged from 37 years to 61 years) made up the study sample. In-depth interviews were held with these lecturers. The collected data were transcribed and coded and themes were generated based on the responses of research participants using inductive-thematic analysis (ATLAS.ti version 22).FindingsThe results indicated that lecturers' perceptions towards the computer-mediated corrective feedback in students’ research project supervision are positive, as they considered it flexible, speedy and economical. Users' personal and device-related factors affect the deployment of computer-mediated corrective feedback for students' research project supervision. E-mail, WhatsApp and Zoom are the three themes that emerged as computer-mediated corrective feedback types that lecturers adopt while supervising students’ research projects. Therefore, the study recommends that lecturers should take full advantage of computer-mediated corrective feedback in supervising students' research projects in lieu of the Fourth Industrial Revolution. Universities should also provide an enabling environment that facilitates computer-mediated corrective feedback.Originality/valueStudies (outside Nigeria) have been conducted on CMCF using predominantly the experimental and the quantitative research designs in ascertaining the impact of this mode of feedback on students' writing performances. Other studies examined students' perceptions toward CMCF. However, little or no attention has been given to the use of CMCF in the supervision of students' research project writing, especially in Nigeria. Moreover, calls for more qualitative research into lecturer-student interactions and the assessment of educational issues have emerged in recent times. It is against this backdrop that this study explored university lecturers' perceptions and experiences of CMCF on students' research project supervision in Nigerian universities.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Exploring the perceptions and experiences of university lecturers on corrective feedback in students' research project supervision: a case for computer-mediated mode

Osiesi

Azeez²,

Adeniran³

et al. 2023

JARHE

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show abstract

“…Hence, distinguishing age groups as well as proficiency levels and reporting them in studies is pivotal. In this sense, researchers should leave the idea of one size fits all (Jabulani, 2015), and future EFL investigations should accurately report their sampling features so that feedback effects cannot be suppressed by mismatches between study participants and regular students in terms of age and proficiency level.…”

Section: Research Question 1: Sampling Featuresmentioning

confidence: 99%

A Systematic Literature Review: Direct and Indirect Feedback Strategies in EFL Contexts

Villavicencio Reinoso

2023

rEFLections

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To date, there has been mounting research evidence on the impact of written corrective feedback. In response to this, reviews have been conducted to condense either findings or methodologies through the combined analysis of EFL and ESL studies. Although syntheses shed light on the topic, no one provides exclusive insights into EFL realities. Therefore, this systematic literature review was proposed to synthesize methodologies, findings, and research suggestions of EFL articles analyzing direct and indirect feedback, two widely debated and employed strategies in classrooms, with either a focused or unfocused scope. Through a seven-step protocol suggested by Petticrew and Roberts (2006), 21 EFL primary studies published between 2012 and 2022 were selected from the bibliometric dataset of Crosthwaite et al. (2022), which contains articles retrieved from the Scopus database. The papers were read through to answer five research questions on methodologies, findings, and study suggestions. The results show that most EFL studies were quasi-experimental adopting a quantitative approach with a pretest-posttest-delayed-posttest or pretest-posttest design, and the strategies significantly impinged on grammar and non-grammar aspects. Suggestions are given to further study the impact of feedback under different conditions such as targets, proficiency levels, and strategies and scope with a comparative nature.

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“…In many cases, article writings are rejected due to the lack of using appropriate words or sentence structures as language facilitates readers to comprehend the text. The inconsistencies in the use of language or error in linguistics may distort the meaning of the text and result in confusion in the mind of readers (Jabulani, 2015). Linguistic feature is an essential element in academic writing (Sekhar, Chandra.…”

Section: Linguistic Features In Writingmentioning

confidence: 99%

Indirect Written Corrective Feedback (Wcf) in Teaching Writing

Haris

Mahmud²

2020

AJP

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Indirect Written Corrective Feedback (WCF) is a type of feedback on linguistic errors without giving the correct target form. This type of feedback is recommended under the consideration that teachers are not editors, but facilitators who provide hints to assist students work on their own text. This research investigated the students’ affective reactions toward indirect WCF in the process of learning writing. It was also purposed to investigate its impact on students’ writing quality. The subject of the research was the first-year students of English Study Program. The method of the research was descriptive qualitative. The instruments of interview and writing assignment were deployed as the data. It was found there were positive affective reactions toward the implementation of Indirect WCF. Students thought that it was useful, helpful, motivating, corrective, and informative. Nevertheless, a few students felt that the time given was too short and demanded for more accurate and clear correction codes. It was also found that Indirect WCF helped the participant students gain better quality of their paragraph writing indicated in the significant reducing number of errors after receiving feedback. Though the most types of linguistic errors were found in the case of tenses, students were able to minimize those errors into a few.

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Efficacy of Written Corrective Feedback on University Students’ Writing

Cited by 5 publications

References 4 publications

Exploring the perceptions and experiences of university lecturers on corrective feedback in students' research project supervision: a case for computer-mediated mode

Exploring the perceptions and experiences of university lecturers on corrective feedback in students' research project supervision: a case for computer-mediated mode

A Systematic Literature Review: Direct and Indirect Feedback Strategies in EFL Contexts

Indirect Written Corrective Feedback (Wcf) in Teaching Writing

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