“If I only had more time:” ESL learners' changes in linguistic accuracy on essay revisions

Polio, Charlene; Fleck, Catherine; Leder, Nevin

doi:10.1016/s1060-3743(98)90005-4

Cited by 204 publications

(152 citation statements)

References 19 publications

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“…On the other hand, being the advocate of the use of corrective feedback in providing assistance to learners' linguistic accuracy, Ferris (2006;2010) has tried to show the effectiveness of corrective feedback in many of her studies along with some other scholars in the field (Bitchener et al, 2005;Bitchener & Knoch, 2008;Chandler, 2003;Ellis et al, 2008). However, there are studies investigating the role of corrective feedback in language learning that have yielded findings supporting Truscott's stance, which shows CF as an ineffective means (Sheen et al, 2009;Polio, Fleck, & Leder, 1998).…”

Section: Issues On Corrective Feedback Effectivenessmentioning

confidence: 99%

Investigating the Efficacy of Focused and Unfocused Corrective Feedback on the Accurate Use of Prepositions in Written Work

Kassim¹,

Ng²

2014

ELT

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This paper discusses findings from a study investigating feedback efficacy on the accurate use of prepositions by ESL learners in written work over a period of 12 weeks. The study involved two treatment groups and a control group comparing the differential effects of the focused indirect with the unfocused indirect corrective feedback on the uptake and retention measured from the pretest, immediate and delayed posttests. The study also analysed the language-related episodes (LREs) occurring in the collaborative dialogue during the treatment sessions to identify the factors affecting uptake and retention of the corrective feedback in subsequent writing tasks. Findings revealed that both treatment groups outperformed the control group in the posttests, but, there was no significant difference between the unfocused and focused corrective feedback groups. Evidence from the LREs analysis suggests that extensive engagement in all the three functions of the Swain (2005) output hypothesis: noticing, hypothesis testing and metalinguistic, during the collaborative dialogue contribute toward the enhancement of uptake and retention. Since both correction types were equally facilitative in increasing accuracy of preposition usage, teachers may consider using them accordingly in writing tasks.

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Section: Issues On Corrective Feedback Effectivenessmentioning

confidence: 99%

Investigating the Efficacy of Focused and Unfocused Corrective Feedback on the Accurate Use of Prepositions in Written Work

Kassim¹,

Ng²

2014

ELT

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“…There are only a few researches which have directly attempted to investigate the effectiveness of giving corrective feedback on improvement of the accuracy on writing in second or foreign language learning and make a comparison between it and the groups of subjects who are not received feedback on their errors. A number of these researches (Kepner, 1991;Sheppard, 1992;Polio, Fleck, & Leder, 1998) concluded that there is no meaningful difference in the accuracy of the students" writing, using corrective feedback. Even though, Fathman and Whalley (1990) initiated that the learners who received corrective feedback made fewer grammatical errors in comparison to those who were participated in purely meaning focused group.…”

Section: Theory and Practice In Language Studiesmentioning

confidence: 99%

Collaborative Negotiated Feedback versus Teacher-written Feedback: Impact on Iranian Intermediate EFL Learners’ Writing

Marzban¹,

Sarjami²

2014

TPLS

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Abstract-Nowadays, having a good mastery in writing skills plays a pivotal role in achieving success. Hence, it seems that further improvement in teaching writing in general, and providing corrective feedback on students' errors in particular, might be necessary. There is no doubt that teacher written feedback plays an essential role in English writing classes. However, in spite of tremendous contribution of time and attempt from teachers and students, the feedback provision process is yet far away from ideal. Thus, a search for potential ways to improve the effectiveness of providing corrective feedback makes the motivation for this research study. The current study aimed at exploring the impact of Collaborative Negotiated Feedback on Iranian intermediate EFL learners' writing and compared it with Teacher-written feedback. The study involved two groups of Iranian Intermediate EFL learners (30 students in each), consisting male and female, aged from 19 to 25, who were chosen through convenience sampling. In both groups, the same materials regarding different kinds of essay and paragraph organization were covered and implemented. While experimental group was provided with collaborative negotiated feedback, the control group was provided with the teacher's written feedback during the sessions. After Carrying out the treatment, the mean scores of the extracted data from pre-test/post-test of both groups were compared using independent sample t-test. The present researcher came to this conclusion that participants of the experimental group, who were exposed to collaborative negotiated feedback, outperformed the other group. The triangulation of three different sources; Pre/Post-test comparison, the questionnaire and interviews provide evidences in support of the efficacy of Collaborative Negotiated Feedback.

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“…Raimes' (1985) protocol-based study of eight unskilled ESL students revealed that the L2 writers did minimal planning before or during writing, paid less attention to revising and editing and kept rereading their work to develop ideas. An investigation of the composing process of ESL learners, primarily focussing on revision and editing, highlighted the importance of revision and editing in the production of successful essays (Polio, Fleck & Leder, 1998). Siti Hamin and Abdul Hameed's (2006) study on Malaysian Malay ESL students found that generating ideas using L1among students with low English proficiency helped them to produce higher quantity of ideas and better quality essays in terms of overall score, content, language, organization, vocabulary and mechanics.…”

Section: Writing Strategies In Second Languagementioning

confidence: 99%

Writing Strategies Used by ESL Upper Secondary School Students

Maarof

Murat²

2013

IES

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Writing is a great challenge whether performed in the mother tongue or in a second or foreign language (L2/FL). Studies in L2 writing show that writing is a complex cognitive activity comprising a number of processes which includes the use of various strategies. This study aimed to examine strategies used in essay writing among 50 high-intermediate and low proficiency ESL upper secondary school students and to determine any significant differences in strategy use between the two groups. Data from the Writing Strategy Questionnaire indicate that the ESL students were moderate writing strategies users. The while-writing strategies were most frequently used whereas the revising strategies were least used. All students displayed approximately similar frequency use of strategies. They differed only in the type of strategies used. An implication of the study is that students need to be encouraged to use various strategies in improving their writing. Strategy training for ESL students is important to help them write successfully in the target language.

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“If I only had more time:” ESL learners' changes in linguistic accuracy on essay revisions

Cited by 204 publications

References 19 publications

Investigating the Efficacy of Focused and Unfocused Corrective Feedback on the Accurate Use of Prepositions in Written Work

Investigating the Efficacy of Focused and Unfocused Corrective Feedback on the Accurate Use of Prepositions in Written Work

Collaborative Negotiated Feedback versus Teacher-written Feedback: Impact on Iranian Intermediate EFL Learners’ Writing

Writing Strategies Used by ESL Upper Secondary School Students

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