The Effect of Teacher Feedback on the Simple Past Tense Acquisition in Senior High School Students' English Writing

Zhong, Qin; Yan, Minwei; Zou, Fangfang

doi:10.5430/wje.v9n3p30

Cited by 6 publications

(9 citation statements)

References 13 publications

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“…In another study, students emphasized that they find teacher feedback more useful (Karlsen 2017). Both direct and indirect feedback from teachers was found to improve students' learning outcomes (Zhong et al 2019). Al-Hattami (2019) who conducted research on students in Bahrain Teachers College (BTC) identified the lack of constructive feedback as one of the reasons why the academic achievement of students are dwindling.…”

Section: Teachers' Assessment Feedbackmentioning

confidence: 99%

The power of assessment feedback in teaching and learning: a narrative review and synthesis of the literature

Adarkwah

2021

SN Soc Sci

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Assessment feedback is heralded as an integral facilitator of teaching and learning. Despite the acknowledgement of its crucial role in education, there are inconsistencies in its powerful impact in teaching and learning: the role of the categories of feedback, the role of providers of feedback, constituents of effective feedback, and barriers to effective feedback. The focus of the narrative synthesis is to examine these different dimensions of assessment feedback and its powerful role in teaching and learning. A narrative evidence involving 82 studies was presented in thematic themes identified in literature. From the comprehensive review of the literature, the concept of assessment feedback and how it contributes to school effectiveness is thoroughly discussed. The article presents assessment feedback as a valuable factor for educators and students seeking to ensure continuous school improvement. It was found that a blended form of formative and summative feedback can improve teaching and learning. Feedback in any form should be specific, timely, frequent, supportive, and constructive. Negative feedback can distort learning, affective states of the recipient of feedback, and the job performance of employees. Findings from the review can assist researchers, authors, and readers of feedback reviews in the conceptualization of the role of assessment feedback in education. The study concludes with pedagogical implications for teaching and learning practice.

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Section: Teachers' Assessment Feedbackmentioning

confidence: 99%

The power of assessment feedback in teaching and learning: a narrative review and synthesis of the literature

Adarkwah

2021

SN Soc Sci

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“…More and more attention has been paid to English learning in recent years. However, compared to previous years, more errors have been found in ESL learners' writing assessment [2]. One of the most important reasons is the change in the English writing teaching approach.…”

Section: Introductionmentioning

confidence: 96%

“…One of the most important reasons is the change in the English writing teaching approach. The emphasis on the teaching of writing has shifted from grammar and words to content and logic [2]. According to them, this studentcentered approach can inspire learners' interests and motivation, but increase chances to make mistakes.…”

Section: Introductionmentioning

confidence: 99%

“…Grammatical errors can be made by English learners at any level [3]. Errors made by ESL learners and the reason why they make such mistakes [4] and strategies to help them to improve have been studied by many researchers and scholars [2][3][4][5][6][7][8][9], such as using global context [5]. But none of the studies has focused on the fifth-grade students and their simple past tense errors.…”

Section: Introductionmentioning

confidence: 99%

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Error Types and Strategy in the Acquisition of Simple Past Tense: A Study on Chinese Fifth-Grade ESL Learners’ Writing

Guo¹

2022

Proceedings of the 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022)

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Today in China, learners start to learn English at increasingly early ages. However, for fifth graders, simple past tense is still difficult in writing. This study investigated simple past tense errors in a writing assessment from three participants. It also examined if the correction feedback strategy is effective. All three participants are Chinese nonnative speakers in fifth grade. A specific writing assessment including a paragraph writing task and a blank-filling task was given to the participants. Both the assessment and the revised version were collected and analyzed in order to answer the following questions: (1) What are the most common types of errors on simple past tense made by Chinese fifth grade ESL learners? (2) Is the feedback strategy effective? The results showed that the four most common errors in their writing are not doubling the final consonant before adding -ed, changing -y to -i in verbs ending in vowel+y, using simple past tense verbs in a general question and not realizing to use simple past tense in a sentence without definite past adverbials of time. Also, the revised assessment analysis result revealed that the strategy is effective for participants to identify their errors and give the correct answers. The findings may have useful implications for ESL teachers in understanding ESL learners' difficulties in simple past tense learning and provide an appropriate and effective feedback strategy for ESL teachers.

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“…A search into the literature indicates no agreement among the researchers and scholars as to what type, amount, and way of providing feedback to students shall be followed (Benson & DeKeyser, 2019). To date, several studies have been conducted to investigate these issues (e.g., (Bijami, Pandian, & Singh, 2016;Djumingin & Weda, 2019;Eva, McMorrow, Molloy, & Wilson, 2018;Lee, 2017;Mikulski, Elola, Padial, & Berry, 2019;Mishchenko, 2019;Yang, 2019;Zhong, Yan, & Zou, 2019)).…”

Section: Introductionmentioning

confidence: 99%

Students’ Attitudes towards Written Error Corrections: A Study in an Omani EFL Context

Nouraey¹,

Behjat

2020

5019

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Knowing errors and their sources often aids teachers in error correction processes. The present study aimed at investigating how the students of General Foundation Program (GFP) in Oman tend to deal with written error corrections and the related feedback provided to them. It is also an attempt to examine students’ attitudes and preferences towards the feedback on their written errors. In doing so, sixty undergraduate students were selected as participants of the study. A questionnaire was distributed among the participants, containing information on a) when the students would prefer to receive the feedback on their written errors, b) who they would prefer to give the feedback, and c) what type of feedback they would prefer to receive. Findings revealed that the participants would mostly prefer to receive feedback on their written errors during the revising stage. In addition, it was highlighted that feedback provided by the teachers was more popular among the participants as compared to peer or self-corrections. Finally, results indicated that most of the students would prefer to receive feedback on all of their written errors, rather than some or none of the errors.

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The Effect of Teacher Feedback on the Simple Past Tense Acquisition in Senior High School Students' English Writing

Cited by 6 publications

References 13 publications

The power of assessment feedback in teaching and learning: a narrative review and synthesis of the literature

The power of assessment feedback in teaching and learning: a narrative review and synthesis of the literature

Error Types and Strategy in the Acquisition of Simple Past Tense: A Study on Chinese Fifth-Grade ESL Learners’ Writing

Students’ Attitudes towards Written Error Corrections: A Study in an Omani EFL Context

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