Individual and collaborative processing of written corrective feedback affects second language writing accuracy and revision

Mujtaba, Syed Muhammad; Reynolds, Barry Lee; Parkash, Rakesh; Singh, Manjet Kaur Mehar

doi:10.1016/j.asw.2021.100566

Cited by 19 publications

(6 citation statements)

References 57 publications

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“…Previous quantitative studies related to this study were conducted by Mujtaba et al (2021); Pratama & Arriyani (2021); Rohmat & Sadikin (Rohmat & Sadikin, 2018) have shown satisfying results related to the student's improvement in writing personal recount text and also their writing behavior after applying the peer response technique to the students. By applying quasi-experimental and true-experimental research designs, these studies used various participants from senior high school to university level.…”

Section: International Journal Of Educational Best Practices (Ijebp)mentioning

confidence: 68%

Implementing the Peer Response Technique to Improve the Students’ Writing of a Personal Recount Text

Budiarsih,

Yuliana,

Sada

2023

IJEBP

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This classroom Action Research aims to observe the implementation of the Peer Response Technique to improve the students’ writing personal recount text and their behaviour in writing activity. The participants were the students in class VIII A of SMPN 2 Sungai Raya which consisted of 31 students. Based on the teacher’s direct observation, the students in this class faced some problems in writing a personal recount text. A mixed-method approach was used to collect the data. The observation sheet, field notes, and focus group interview were used to collect the qualitative data and the writing test was used to collect the students’ writing score as the quantitative data. Three cycles were conducted in this research where each cycle consisted of three meetings. The findings of this research have shown that the implementation of the Peer Response Technique in the writing process was effective in improving not only the students’ behaviour in writing activity but also the students’ scores in writing personal recount text. The writing activities that were done in pairs could boost the students’ confidence in writing. They could also have good communication and cooperation in every writing stage that they have to do. The feedback that the students gave to each other’s writing improved their trust and their ability to learn from others’ writing. Ultimately, the peer response could improve the students’ writing personal recount text that was proved by the improvement of the student’s writing score from cycle 1 to cycle 3.

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Section: International Journal Of Educational Best Practices (Ijebp)mentioning

confidence: 68%

Implementing the Peer Response Technique to Improve the Students’ Writing of a Personal Recount Text

Budiarsih,

Yuliana,

Sada

2023

IJEBP

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“…These negotiations and interactions between pairs in collaborative writing helped them engage more deeply with the feedback and enjoy the benefits (Wigglesworth & Storch, 2012). As Mujtaba et al (2021) state, learners who perform the treatment tasks individually and receive unfocused WCF (as with the current study) may encounter problems in effective processing and internalizing the WCF and consequently have little gains from this feedback. The cognitive complexity of the writing tasks might exert more pressure on the attentional capacity of these learners and makes them prioritize targets during conducting cognitively demanding tasks.…”

Section: Research Articlementioning

confidence: 71%

Writing Task Complexity, Task Condition and the Efficacy of Feedback

Ghaderi

Rouhi

Tabrizi

et al. 2022

JLE

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Background. Task-based language teaching (TBLT) is still attracting considerable interest from second language teachers and researchers, partly due to unresolved issues of task sequencing and task complexity. Moreover, in spite of burgeoning attention to writing at the present stage of evolution of TBLT, the interaction of task complexity and corrective feedback in writing performance of language learners has not been explored well. Purpose. To fill in this research gap, the present study aimed to explore the role of task complexity and task condition in learners’ gain from corrective feedback in second language writing. Methods. A pretest-immediate posttest-delayed posttest design was adopted in this study. The participants of the study were 114 English as foreign language learners, randomly assigned to one of the five groups: four experimental groups and a control group. The four experimental groups differed in (a) whether they carried out the simple or complex version of a task (b) whether they did the writing task individually or collaboratively. They received feedback on their writing in three treatment sessions. Results. Statistical analyses revealed that task condition played a larger role than task complexity in the linguistic performance of language learners who received feedback on their writing. Conclusion. The findings add support to the view that selecting appropriate levels of task complexity and suitable task implementation conditions alongside providing corrective feedback enhances the different dimensions of the written performance of language learners.

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“…Regarding the contribution of feedback to the revision of learners' work in higher education, the vast majority of research is related to academic writing, i.e., the writing of texts, essays, and scientific arguments (Alvarez, Espasa, & Guasch, 2012;Lam, 2013;Wakabayashi, 2013;Ruegg, 2015;Patchan & Schunn, 2016;Grigoryan, 2017;Suzuki, Nassaji, & Sato, 2019;Isnawati, Sulistyo, Widiati, & Suryati, 2019;Cui, Schunn, & Gai, 2021;Suci, Basthomi, Mukminatien, Santihastuti, & Syamdianita 2021;Han & Wang, 2021;Thi & Nikolov, 2021;Mujtaba, Reynolds, Parkash, & Singh, 2021;Huang, 2021;Alharbi, 2022;Van Meenen, Masson, Catrysse, & Coertjens, 2023), as well as eighteen studies on the subject of English as a foreign language (Yang & Meng, 2013;Nakatake, 2013;Wang, 2014;Huang, 2015;Yu & Lee, 2015;Lei, 2017;Tajabadi, Ahmadian, Dowlatabadi, & Yazdani, 2020;Li & Zhang, 2021;Cheng, 2022;Soltanpour & Valizadeh, 2018) and as a second language (Ferris, Liu, Sinha, & Senna, 2013;Razali & Jupri, 2014;Shintani, Ellis, & Suzuki, 2014;Bao, Sato, Leis, & Suzuki, 2016;Conijn, Zaanen, & Waes, 2019;Yamashita, 2021;Endley & Karim, 2022;Koltovskaia, 2020).…”

Section: Discussionmentioning

confidence: 99%

The Contribution of Teacher Feedback to Learners’ Work Revision: A Systematic Literature Review

Charalampous,

Darra

2023

WJE

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Feedback is an essential aspect of the teaching and learning process since it can objectively describe the learner's performance and guide him through revising their work to improve their academic performance. Studies regarding its application in education have recorded significant pedagogical benefits at the teaching and learning levels. The paper presents the results of a systematic literature review of 76 studies (2012-2022), which evaluated the contribution of teacher feedback to the revision of student work. The review was based on the PRISMA methodology, and studies were selected based on quality criteria. The results showed that most of the studies recorded significant benefits from the application of several types of feedback processes in the successful revision of trainees' work, such as the successful correction of errors, the improvement of the quality of their texts, the assimilation of improvement strategies and the receptivity of teachers and learners. Most of the research concerns English as a second and foreign language course and academic writing, recorded in higher education and collected self-report data, utilizing primarily quasi-experimental intervention.

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Individual and collaborative processing of written corrective feedback affects second language writing accuracy and revision

Cited by 19 publications

References 57 publications

Implementing the Peer Response Technique to Improve the Students’ Writing of a Personal Recount Text

Implementing the Peer Response Technique to Improve the Students’ Writing of a Personal Recount Text

Writing Task Complexity, Task Condition and the Efficacy of Feedback

The Contribution of Teacher Feedback to Learners’ Work Revision: A Systematic Literature Review

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