Written Corrective Feedback  in Writing Instruction: A Qualitative Synthesis of  Recent Research

Sia, Pei Fen Dawn; Cheung, Yiu-ming

doi:10.33736/ils.478.2017

Cited by 12 publications

(14 citation statements)

References 66 publications

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“…Bitchener and Ferris (2012) argue that this type of correction draws students' attention to the error and provides a solution to it. The teacher shows students where their errors are and corrects these errors by providing the correct form (Sia and Cheung, 2017). This type of correction takes a variety of forms, such as Crossing-out, rewriting, and additions.…”

Section: Typology Of Wcfmentioning

confidence: 99%

“…Direct corrective feedback is generally preferred by the student but also can be quite a time consuming for teachers. Sia and Cheung ( 2017) support this by stating that "giving written corrective feedback is a time-consuming process for teachers as they have to go through students' writings in detail and provide feedback" (p.69).…”

Section: Typology Of Wcfmentioning

confidence: 99%

“…A question that is still under debate and which is based on individual differences is what type of students would benefit more from indirect feedback. According to Sia and Cheung (2017), students with high-level proficiency are more profitable of indirect feedback as their linguistic knowledge helps them to correct the types of errors. In contrast, low achieving students, as found in Lui's ( 2008) study, which was cited by Sia and Cheung (2017), make use of direct correction more than they do with the indirect one.…”

Section: Indirect Correction (Indirect Feedbackmentioning

confidence: 99%

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The Role of Written Corrective Feedback in EFL Writing

Mamad¹

2020

OpE

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There is a great body of literature that indicates that writing is the most difficult language skill in language learning. Students often find it challenging to write a coherent, well thought and well accurate piece of writing because of the various aspects (organization, content, grammar, syntax, word choice) they need to satisfy while writing. For teachers of writing, what matters is not students’ mastery of all these aspects at once, but their ability to write a good piece of writing. This aim is really disregarded once the produced paper receives little or no feedback on students’ writing. Therefore, the proposed paper aims at outlining the different strategies and types of written corrective feedback that English foreign language (EFL) teachers employ to respond to students’ writings, focusing on the definitions, characteristics, advantages and limitations of each strategy and type. Suggestive dimensions of feedback provision and useful tips on implementing good feedback are also addressed.

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Section: Typology Of Wcfmentioning

confidence: 99%

Section: Typology Of Wcfmentioning

confidence: 99%

Section: Indirect Correction (Indirect Feedbackmentioning

confidence: 99%

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The Role of Written Corrective Feedback in EFL Writing

Mamad¹

2020

OpE

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“…Por último, cabe señalar que estudios empíricos más recientes apuntan a la misma dirección: el FC parece tener un efecto positivo en varias dimensiones, destrezas y competencias como la pronunciación (Mohammadi Darabad, 2014), la competencia y corrección orales (Brown, 2016;Dehgani, Izadpanah & Shahnavaz, 2017), la competencia escrita y particularmente la corrección lingüística en la producción escrita (Roshan, 2017;Farjadnasab & Khodashenas, 2017;Sia & Cheung, 2017;Banaruee, Khatin-Zadeh & Ruegg, 2018), entre otros; su uso por parte de los docentes se determina por factores como el nivel de competencia lingüística de los aprendices y los objetivos del curso (Jabu, Noni, Talib & Syam, 2017), mientras que su aprovechamiento por parte de los aprendices se modula por factores como su capacidad de memoria operativa (Roshan, 2017) pero también sus propios esfuerzos, práctica y estudio individual a la hora de aprender la L2 (Lee, 2017); los docentes están de acuerdo sobre la gran utilidad del FC en la clase de L2/LE (Lee, 2013;Shirkhani & Tajeddin, 2017).…”

Section: Fc Explícitounclassified

La influencia del componente no verbal asociado al feedback correctivo en la producción oral en ELE

Moreno

Mavrou

2020

Rev. signos

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From a pedagogical perspective, the study of feedback has become a field of research in order to describe teacher's talk and understand whether it facilitates learner's uptake and second language acquisition. However, nonverbal language accompanying teacher's feedback has been underresearched. Traditionally, studies of corrective feedback analyse audio-recorded samples and almost exclusively verbal utterances. The present study investigated teacher's nonverbal behaviour associated with oral corrective feedback during four interaction-based activities that took place in a Spanish as a foreign language classroom at a university in the Netherlands. Exploratory data analysis was conducted in order to determine (a) the distribution of corrective feedback and nonverbal behaviour associated with this feedback, (b) nonverbal behaviour types and their distribution in relation to corrective feedback, and (c) the distribution of uptake and the relationship between nonverbal behaviour and the amount of successful uptake. According to the results obtained, 68% of oral corrective feedback was accompanied by nonverbal language, making corrective feedback more salient and, therefore, contributing to a greater amount of uptake. Elicitation was the most frequent technique and associated mostly with nonverbal cues, which were both used by the teacher depending on factors such as teacher's intention, instructional context and error type.

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“…Indirect feedback: show the error by highlighting, underlining, or circling the word "go" without explaining. Metalinguistic corrective feedback requires teachers to provide hints or comments about the nature of the error (Ellis, 2009;Sia & Cheung, 2017). Thus, some studies have confirmed the importance of metalinguistic feedback in EFL writing (Bakri, 2015;Beuningen, 2012;Mansourizadeh & Abdullah, 2014;Sheen, 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

AN ANALYSIS OF FOCUSED METALINGUISTIC WRITTEN FEEDBACK: How would learners react?

Rizqiyyah

Prianty

2020

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Learners of higher education are encouraged to write a scholarly publication in that it helps corroborate them as professionals in their fields of study. Practices in academic writing are thus indispensable to do to achieve a higher level of competency. This study explores learners’ reactions towards focused metalinguistic written feedbacks provided by a lecturer. The lecturer used electronic mail to provide constructive feedback to her students. This mixed-method study involved 22 post-graduate students from an Indonesian university. In analyzing the qualitative data, the researchers employed Miles and Huberman’s qualitative data analysis approach. Meanwhile, the quantitative data, namely the basic analysis of focused metalinguistic written feedbacks were analyzed by employing Cumming’s writing approach. The findings reveal that: (1) learners revised and expanded their draft after getting back their paper; (2) lecturer’s feedbacks through email have reportedly motivated learners because such the feedbacks did not lead learners perplexity compared to the handwritten feedbacks; (3) the majority of participants used revising and responding, consulting a dictionary/grammar book, and referring to the previous composition as the ways to handle lecturer’s input.

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Written Corrective Feedback in Writing Instruction: A Qualitative Synthesis of Recent Research

Cited by 12 publications

References 66 publications

The Role of Written Corrective Feedback in EFL Writing

The Role of Written Corrective Feedback in EFL Writing

La influencia del componente no verbal asociado al feedback correctivo en la producción oral en ELE

AN ANALYSIS OF FOCUSED METALINGUISTIC WRITTEN FEEDBACK: How would learners react?

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