The Effect of Implicit Corrective Feedback on English Writing of International Second Language Learners

Khadawardi, Hanadi Abdulrahman

doi:10.5539/elt.v14n1p123

Cited by 10 publications

(14 citation statements)

References 20 publications

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“…From the results, it is evident that students are positive about the use and efficacy of writing error correction symbols on their written drafts. The results of the quantitative data collected from 396 participants confirm previous research findings: (i) giving corrective feedback was practical and valuable (Hyland, 2003;Liu, 2008;Khadawardi, 2020;Al Harrasi, 2019;Bahrouni & Tuzlukova, 2019), (ii) indirect feedback using error correction symbols was more effective than other feedback methods (Jamalinesari, A., Rahimi, F., Gowhary, H., & Azizifar, A., (2015); Tago, 2021). The results not only align with earlier studies but also disproves the argument of Truscott (1999) that giving feedback was harmful.…”

Section: Discussionsupporting

confidence: 79%

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Students’ Perceptions of the Use and Efficacy of Error Correction Symbols on Written Drafts: A Study at the University of Technology and Applied Sciences Ibra, Oman

Chinnathambi¹,

Harthi²,

Anandan³

2022

AWEJ

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The present quantitative research study investigates students’ perceptions of the use and efficacy of error correction symbols on written drafts. The study is significant because it has pedagogical implications for teachers, students, and policymakers. It answers the pertinent research question “whether the use of error correction symbols on students’ written drafts is helpful for students in improving their writing accuracy or not”. A structured questionnaire was distributed to students (N=396) via Moodle LMS to collect data. Study participants were General Foundation Program students in the English Language Centre of the University of Technology and Applied Sciences-Ibra, Sultanate of Oman. The findings of this study suggest that the students found the use of error correction symbols on their written drafts practical, helpful, and effective in improving their writing accuracy. Nevertheless, a similar research study needs to be conducted in other higher educational institutions in Oman to sustain the policy directions.

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Section: Discussionsupporting

confidence: 79%

“…The result of this study shows that some written feedback can be helpful in correcting particular types of errors. On the other hand, some kinds of errors require verbal correction (Khadawardi, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Students’ Perceptions of the Use and Efficacy of Error Correction Symbols on Written Drafts: A Study at the University of Technology and Applied Sciences Ibra, Oman

Chinnathambi¹,

Harthi²,

Anandan³

2022

AWEJ

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“…Different ideas will produce other languages. In English, organizing means classifying ideas into specific groups and arranging them logically (Khadawardi, 2020). Before and during writing, there are times when it is essential to organize the ideas.…”

Section: Literature Reviewmentioning

confidence: 99%

Discourse Analysis of Grammatical Cohesion Devices in Student Explanation Texts

Rizki

Hidayat²,

Husna³

et al. 2022

eduvelop

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This study aims to find out the use of cohesive grammatical devices in twelfth-grade students’ explanation texts. In addition, this study also aims to explore the types of grammatical cohesion specifications in their essays. In this study, the researcher wanted to find out how good the quality of their student’s writing explanation texts was. To achieve this goal, the researcher used the conceptual framework of Halliday and Hasan (1976) regarding grammatical cohesion. This study applied to the twelfth grade of the Senior High School Level. The research uses descriptive and analytic studies by assigning students to write the texts. The result from the students’ explanation texts as the data in this research, there are 146 cohesive grammatical items found in students’ explanation texts. The reference occurs 68 times which has 46.5 of percentages. Conjunction occurs 53 times with 36.3% percent. Substitution occurs 23 with 15.7% percent. Ellipsis occurs two times with the lowest rate of 1.3%. The result shows that all four types of grammatical cohesion appear in students’ explanatory texts, which are the primary data in this study. However, there are subtypes of cohesive devices that don’t exist in students’ explanation texts from all of those devices. The most dominant was the reference and conjunction; on the other hand, ellipsis was the smallest presentation among grammatical cohesive, and only a few students used them. The result also indicated that the lack of grammatical cohesion devices used in terms of the generical structure of explanation text, knowledge, and ability in writing leads the college students to use inappropriate grammatical cohesion devices to be applied to this type of text. Thus, this study comes up with feedback to teachers that the discussion on the structural writing of texts and the use of coherence and cohesion should be more intensive.

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“…The same study by Chandler (2003), found that error feedback reduces grammatical and lexical errors in students' writings over time. Khadawardi (2021), said that the lecturer implicit written feedback had a significant effect in helping students improve their writing for a short time (Crosthwaite et al, 2017;Kwakernaak, 1969).…”

Section: Feedback On Writing Improvementmentioning

confidence: 99%

Assessing the effect of using artificial intelligence on the writing skill of Indonesian learners of English

Kaharuddin

2021

lingcure

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Electronic device with artificial intellegence application facilitates the process of learning-teaching in Higher School. This research integrates the use of artificial intellegence in teaching reading and giving feedback as independent variables to imrpove students’ writing skill as dependent variable. Students’ attitude on such teaching is the intervening variable. The research was conducted in Higher Schools in Makassar City. Research instrument was questionnaire distributed to 100 students’ of Higher Schools, but only 83 were processed. The data were analyzed by path analysis. The research findings: 1) teaching reading with artificial intelligence application has no direct but indirect effect through attitude on students’ writing. 2) Lecturer’s feedback virtually has direct and indirect effect through attitude on students’ writing. 3) Reading and feedback through attitude contributes 34.8% to students’ writing skill improvement.

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The Effect of Implicit Corrective Feedback on English Writing of International Second Language Learners

Cited by 10 publications

References 20 publications

Students’ Perceptions of the Use and Efficacy of Error Correction Symbols on Written Drafts: A Study at the University of Technology and Applied Sciences Ibra, Oman

Students’ Perceptions of the Use and Efficacy of Error Correction Symbols on Written Drafts: A Study at the University of Technology and Applied Sciences Ibra, Oman

Discourse Analysis of Grammatical Cohesion Devices in Student Explanation Texts

Assessing the effect of using artificial intelligence on the writing skill of Indonesian learners of English

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