Aslı Sena GÖKSOY, Özge Pelin NAZLI

The Effect Of Direct And Indirect Written Corrective Feedback On Students’ Writing

The role of written corrective feedback (WCF) in language classrooms has been a controversial issue among researchers over two decades. While many researchers supported the necessity of WCF in L2 writing, some researchers argued that it is ineffective and should not be provided. This paper intends to determine whether direct written feedback facilitates L2 student writing by reviewing two consecutive essays of 60 first grade English Language Teaching trainees. The essays of the trainees were written in “Advanced Reading and Writing” courses in the second semester of academic year. Direct and indirect feedback given to essays were examined and reviewed separately. The number of the student corrections between the students’ first and second drafts after direct written feedback was analyzed. The study examines two research questions: (1) Do students make fewer errors in their second essay assignments after having received direct feedback on their first essay assignments? (2) Is there any considerable improvement in the accuracy and fluency of the second essay assignments? The findings demonstrate that most of the students managed to correct their errors after receiving direct corrective feedback and the improvement was observed mainly on accuracy of the students.

Anahtar Kelimeler:

WRITTEN CORRECTIVE FEEDBACK

PDF

___

Ashwell, T. (2000). Patterns of teacher response to student writing in a multi-draft composition classroom: Is content feedback followed by form feedback the best method? Journal of Second Language Writing, 9 (3), 227–257 Bitchener, J (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 14, 191-205 Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing 18(2), 136-140. Bitchener, J (2008). Evidence in support of written corrective feedback. Journal of Second Language Writing, 17,102-118 Chandler, J. (2000). The efficacy of error correction for improvement in the accuracy of L2 student writing. Paper presented at the AAAL conference, Vancouver, B. C. 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. Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal 1(1), 3-18. Evans, N. W., Harthshorn, K. J., Tuioti, E. A. (2010). Written corrective feedback: Practitioners’ perspectives. International Journal of English Studies, 10(2), 47-77. Ferris, D. R (2002). Treatment of error in second language student writing. Ann Abor: University of Michigan Press. Ferris, D. R. (2006). Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction. In K. Hyland & F. Hyland (Eds.), Perspectives on response. Cambridge: Cambridge University Press Farid, S., Samad A., Effects of different kind of direct feedback on students’ writing. The 8th International Language for Specific Purposes (LSP) Seminar - Aligning Theoretical Knowledge with Professional Practice, 232-239 Kao, C. W. (2013). Effects of focused feedback on the acquisition of two English articles. The Electronic Journal for English as a Second Language 17(1), 1-15. Truscott, J. (2007). The effect of error correction on learners’ ability to write accurately. Journal of Second Language Writing 16(4), 255-272. Van Beuningen, C. (2010). Corrective feedback in L2 writing: Theoretical perspectives, empirical insights and future directions. International Journal of English Studies, 10(2), 1-27.