The Effect of Direct-Focused and Unfocused Written Corrective Feedback Toward Freshmen Foreign Language Writing
Keywords:
corrective feedback, direct-focused, direct unfocused
Abstract
This study aims at finding out the effect of direct-focused and direct-unfocused written corrective feedback in improving freshmen essay writing the use of preposition, article and past tense are investigated in students revision text and new pieces of essay writing. The study uses an experimental method and true-experimental design. Data collected from 60 students for 3 month. Data are analyzed by two-way ANOVAs using SPSS 21. The study found the significant effect of Direct-Focused CF. Likewise, using Direct-Unfocused CF has positive effect. Both groups outperform in revision and new pieces of writing than group without corrective feedback. In addition, there is positive interaction effect among the use of such corrective feedback and exposure. For that reason, it seems that is evidence underpinning the importance of such feedbacks and exposure in increasing students’ writing accuracy at using any grammatical items. Further study needs to be held in order to reveal the relationship or effect of students’ motivation, perception and engagement and typology of feedback in improving students writing performance.
References
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Ellis, R.,Sheen, Y., Murakami, M., & Takashima, H. (2008). The effect of focused and unfocused written corrective feedback in an English as foreign language context. 36, 353-371.
Farrokhi, F., & Sattarpour, S. (2012). The effects of direct written corrective feedback on improvement of grammatical accuracy of high-proficient L2 learners. World Journal of Education, 2, 49-57.
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Ferris, D., and Roberts, B. (2001). Error feedback in L2 writing classes. How explicit does need to be? Journal of second language writing 10 (3), 161-184.
Gass, S. M., and Selinker, L. (2001). Second Language Acquisition: An Introductory Course (3rd Ed.). Mah-wah, New Jersey: Erlbaum. Hedge, T. (1991). Writing. Hong Kong: Oxford University Press.
Hyland, K., and Hyland, F. (2006). Feedback on second language students’ writing. Language teaching 39 (2), 83-101.
Kepner, C. G. (1991). An experiment in the relationship of types of written feedback to the development of second-language writing skills. Modern Language Journal, 75, 305–313.
Lalande, J. F., II (1982). Reducing composition errors: An experiment. Modern Language Journal, 66, 140–149.
Lee, I. (1997). ESL learners’ performance in error correction in writing: some implication for college-level teaching. System, 25, 465-477.
Hatch, E. M., and Lazaraton, A. (1991). The research manual: Design and statistics for applied linguistics. New York: Newbury House.
Nunan, D., and K. M. Bailey. (2009). Exploring second language classroom research: A comprehensive guide. Boston: Heinle, Cengange Learning.
Philips, D. (2003). Preparation course for the TOEFL test. White plain NY: Pearson Education, Inc.
Purnawarman, P. (2011). Impact of teacher feedback on esl/efl students’ writing. unpublished doctoral dissertation, .Institute Polytechnique Institute and State University.
Saville-Troike, M. (2006). Introducing Second Language Acquisition. Cambridge. Cambridge University Press.
Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on ESL learners' acquisition of articles. TESOL Quarterly, 4, 255-283.
Sheen, Y., Wright, D., & Moldawa, A. (2009). Differential effects of focused and unfocused written correction on the accurate use of grammatical for ms by adult ESL learners. System, 37, 556-569.
Schmidt, R. (1990). The role of consciousness in search of useful definition for applied linguistics. AILA Review 11, 11-26.
Schmidt, R. (2001). Attention. In P. Robinson (Ed.), cognition and second language instruction (pp.3-32). Cambridge. Cambridge University Press.
Sheppard, K. (1992). Two feedback types: Do they make difference? RELC journal 23 (1), 103-11O.
Storch, N. And Wigglsworth, G. (2010). Learners’ processing, uptake, and retention of corrective feedback on writing. Case Studies, Studies in Second Language Acquisition 32, 1-32.
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning 46, 327-369. http://dx.doi.org/10.1111/j.1467-1770.1996.tb01238.x
Truscott, J. (2007). The effect of error correction on learners' ability to write accurately. Journal of second language writing, 16, 255-272. http://dx.doi.org/10.1016/j.jslw.2007.06.003
Van Beuningen, C. G., De Jong, N.H., and Kuiken, F. (2012). Evidence on the effectiveness of comprehensive errors in second language writing, Language Learning, 62, 1-41.
Ashwell, T. (2000). Patterns of teacher response to student writing in the multi-draft composition classroom: Is content feedback followed by form feedback the best method? Journal of second language writing, 9 (3), 227-257.
Bichener, J. (2008). Evidence in support of written corrective feedback. Journal of second language writing. 17, 112-118.
Bitchener, J., & Knoch, U. (2008). The value of written corrective feedback for migrant and international students, Language Teaching Research Journal, 12:409-31
Bitchener, J., & Knoch, U. (2009). The relative effectiveness of different types of direct written corrective feedback. System, 37(2), 322–329.
Bitchener, J. & Knoch, U. (2009a). The relative effectiveness of different types of direct written corrective feedback. System, 37, 322–329.
Bitchener, J. & Knoch, U. (2009b). The value of a focused approach to written corrective feedback. ELT Journal, 63(3), 204–211.
Byrne, D. (1991). Teaching Writing Skills. Hong Kong: Longman.
Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12(3), 267–296.
Ehlsen, E., and Lundth, N. (2007). Teaching writing and theory in practice: A study of ways of working with writing in the 9th grade. Department of curriculum studies and communication.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Ellis, R.,Sheen, Y., Murakami, M., & Takashima, H. (2008). The effect of focused and unfocused written corrective feedback in an English as foreign language context. 36, 353-371.
Farrokhi, F., & Sattarpour, S. (2012). The effects of direct written corrective feedback on improvement of grammatical accuracy of high-proficient L2 learners. World Journal of Education, 2, 49-57.
Fathman, A., and Whalley, E. (1990). Teacher respond to student writing: focus on form versus content. In B. Kroll (Ed.), second language writing: research insights for the classroom (pp. 178-190). Cambridge: Cambridge University Press.
Ferris, D. (2003). Responds to student writing. Implication for second language students. New Jersey: Lawrence Erlbaum Associates.
Ferris, D., and Roberts, B. (2001). Error feedback in L2 writing classes. How explicit does need to be? Journal of second language writing 10 (3), 161-184.
Gass, S. M., and Selinker, L. (2001). Second Language Acquisition: An Introductory Course (3rd Ed.). Mah-wah, New Jersey: Erlbaum. Hedge, T. (1991). Writing. Hong Kong: Oxford University Press.
Hyland, K., and Hyland, F. (2006). Feedback on second language students’ writing. Language teaching 39 (2), 83-101.
Kepner, C. G. (1991). An experiment in the relationship of types of written feedback to the development of second-language writing skills. Modern Language Journal, 75, 305–313.
Lalande, J. F., II (1982). Reducing composition errors: An experiment. Modern Language Journal, 66, 140–149.
Lee, I. (1997). ESL learners’ performance in error correction in writing: some implication for college-level teaching. System, 25, 465-477.
Hatch, E. M., and Lazaraton, A. (1991). The research manual: Design and statistics for applied linguistics. New York: Newbury House.
Nunan, D., and K. M. Bailey. (2009). Exploring second language classroom research: A comprehensive guide. Boston: Heinle, Cengange Learning.
Philips, D. (2003). Preparation course for the TOEFL test. White plain NY: Pearson Education, Inc.
Purnawarman, P. (2011). Impact of teacher feedback on esl/efl students’ writing. unpublished doctoral dissertation, .Institute Polytechnique Institute and State University.
Saville-Troike, M. (2006). Introducing Second Language Acquisition. Cambridge. Cambridge University Press.
Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on ESL learners' acquisition of articles. TESOL Quarterly, 4, 255-283.
Sheen, Y., Wright, D., & Moldawa, A. (2009). Differential effects of focused and unfocused written correction on the accurate use of grammatical for ms by adult ESL learners. System, 37, 556-569.
Schmidt, R. (1990). The role of consciousness in search of useful definition for applied linguistics. AILA Review 11, 11-26.
Schmidt, R. (2001). Attention. In P. Robinson (Ed.), cognition and second language instruction (pp.3-32). Cambridge. Cambridge University Press.
Sheppard, K. (1992). Two feedback types: Do they make difference? RELC journal 23 (1), 103-11O.
Storch, N. And Wigglsworth, G. (2010). Learners’ processing, uptake, and retention of corrective feedback on writing. Case Studies, Studies in Second Language Acquisition 32, 1-32.
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning 46, 327-369. http://dx.doi.org/10.1111/j.1467-1770.1996.tb01238.x
Truscott, J. (2007). The effect of error correction on learners' ability to write accurately. Journal of second language writing, 16, 255-272. http://dx.doi.org/10.1016/j.jslw.2007.06.003
Van Beuningen, C. G., De Jong, N.H., and Kuiken, F. (2012). Evidence on the effectiveness of comprehensive errors in second language writing, Language Learning, 62, 1-41.
Published
2020-12-30
Section
Articles
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