Study Box 1
Background
This study investigated how both teachers and ESL students perceive written corrective feedback (WCF), focusing on their perception about the usefulness of different types and amount of WCF as well as their reasons for having such perceptions.
Research questions
1. What amount of WCF do ESL students and teachers think is most useful, and why?
2. What types of WCF do students and teachers think are most useful, and why?
3. What types of errors do students and teachers think should be corrected, and why?
4. Are there differences between students’ and teachers’ preferences and reasons regarding the usefulness of different amounts of WCF, types of WCF, and types of errors to be corrected?
Participants
33 adult upper intermediate-to-advanced ESL students and 31 ESL teachers from two different private English-language schools in Victoria, B.C., Canada
Method and/or test instrument
The data, both quantitative and qualitative, were collected by using questionnaires: quantitative data were obtained by employing close-ended questions and Likert scale, while open-ended questions served as the source for qualitative data. The questionnaires for the teachers were different from the ones intended for the students. The students completed the questionnaires in their classroom, while the teachers completed the questionnaire in separate sessions.
Data analysis
The frequencies of responses from the questionnaires were calculated. Chi square test were then conducted to find out if there was any difference between the student’s response and the teachers’ response. Calculation using t-test was also carried out for the responses from Likert scale items on the questionnaire.
Results
Believing that they would remember and l...
... middle of paper ...
...ome reasons for not providing WCF to students, the majority of L2 writing instructors around the globe still find it necessary. This implies that extensive research on this topic is still needed to produce generalizable results as well as implications that teachers can refer to in deciding what approach they want to apply in their classrooms.
Works Cited
Nourozian, R., & Farahani, A. A. K. (2012). Written error feedback from perception to practice: a feedback on feedback. Journal of Language Teaching and Research, 3, 11-22
Amrhein, Hannah R., & Nassaji, Hossein. (2010). Written corrective feedback: What do students and teachers prefer and why? Canadian Journal of Applied Linguistics, 13(2), 95-127
Evans, N. W., Hartshorn, J.K., & Tuioti, E.A. (2010). Written Corrective Feedback: Practitioners’ Perspectives. International Journal of English Studies, 10(2), 47-77.
These discussions need to be meaningful and have purpose to create a higher chance of student engagement and participation. The article states, “cooperative learning is a natural way to provide opportunities across the curriculum” (Wright, 2016, p. 28-29). The smaller the group, the more likely the ELL student is to add to the conversation, as native English speakers typically dominant whole group discussions. It is important that every student in the small group contributes so the ELL student can hear and practice their own oral language. There are many activities that could be used to ensure this engagement, such as think-pair-share, that requires students to work together and actually get information from each other. Activities that cannot be completed alone and require the thinking of another student would be best for this
Flynn, K. & Hill, J. (2005). English language learners: A growing population. Mid-Research For Education And Learning, 1-11.
Furthermore, students don't believe that they will ever "need" communication skills. The first question that one student asked in a college-level writing class that I took at a community college while I was still in high school was "Why do I need this course?" The teacher was taken aback, obviously feeling that the answer was self-evident.
A group of 29 students were selected to conduct the study. Students were chosen according to their willingness to participate in study to share their experiences and thoughts of having teachers of like background as they. Of out of six class periods only one class period was chosen. The students selected were interviewed and were given a survey to complete. In this class there are high, middle, and low student performers. This is beneficial for the study being conducted collecting the data from the different intelligence levels of the students obtaining an extensive variety of the perspectives of every student. In addition, there is English Language Learners (ELL)
Before coming into English 1101, I was pretty confident in my grammar abilities. However, during the beginning of the semester, I failed to spot some simple grammar mistakes due to my carelessness which significantly hurt the essay’s legitimacy. I learned to spend more time editing my papers with more cautiousness of these errors. Peer editing other classmates’ paper helped me learn about my own mistakes, because I learned to spend more time on it, providing more insightful feedback. The peer review exhibit demonstrates my growth on finding these errors. After identifying the errors, I gave the author suggestions to how she could improve her
Furthermore, I feel that doing this paper and presentation will give my classmates what they need to communicate properly in their future jobs. It is very important because without it we would be lost.
Sheen, Y. (2004). Corrective feedback and learner uptake in communicative classrooms across instructional settings. Language teaching research, 8(3), 263-300. Retrieved March 13, 2012 from, http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ805614&site=ehost-live&scope=site
Feedback is an important part of effective learning. It helps students understand the subject being taught and gives them guidance on how to improve their learning. Also feedback is effective when teachers check the adequacy of the feedback with the students and when it is given at the time of the learning so that students can make improvements if they need to. Students need feedback to see their mistakes and so that they do not repeat them. Feedback occurs when a student is working on a task or trying to present a task. (Echevarria, Vogt, & Short, 2013). Feedback from the teacher that is assessing the student
On the other hand, teachers prefer using L1 for a more effective approach to teaching grammar and checking students’ understanding. Macaro (1997) commented that teachers often lack enthusiasm in using the target language for grammar explanation. Many students have difficulty in learning grammar, especially for those whose L1 system is entirely different from the TL. L1 can be more efficient, particularly when a teacher wants to discuss the learning contract with students, or tries to explore the needs of his/her students, especially those in the lower level (Harmer, 2007). Evidence provided by Harmer (2007) also indicates that the classroom environment can be enhanced through the use of L1 to establish a positive social relationship with students, which ultimately leads to a more effective teaching process.
However, there are two main types of feedback that teacher usually uses in the writing class. They are direct feedback and indirect feedback. Direct feedback is a technique of correcting students’ mistake by giving an explicit written correction (Srichanyachon, 2012). The teachers give direct feedback to the students, upon noticing a grammatical mistake, by giving the appropriate answer or the expected response above or near the linguistic or grammatical error. There are many ways for teacher to give direct feedback such as by striking out an incorrect or unnecessary word, phrase, or morpheme; inserting a missing or expected word, phrase, or morpheme; and by providing the correct linguistic form above or near the erroneous form (Ellis, 2008; Ferris, 2006), usually above it or in the margin. Direct feedback has the benefit that it provides explicit information about the correct. It is clear to see that direct feedback is suitable for beginner students, or in a situation when the students make mistakes but they cannot do self-correction such as sentence structure and word choice, and when teachers want to highlight error patterns that require student
Rubin and Williams-James’ (1997) study found a disparity of untrained faculty grading NES and NNES writers. They determined that NNES writer ratings "were best predicted by the number of surface errors they detected" (Rubin & Williams-James, 1997, p. 139). Conversely, the assessment of similar NES student writing included comments and notations in the margins of the paper, something that was not evident in NNES student feedback (Rubin & Williams-James, 1997). This leads to a host of issues in the English-medium classroom, such as poor NNES student engagement, lack of improvement and growth of NNES student writing (or even possibly causing their writing to suffer), and expectations not being set by the untrained faculty.
...pter covered the problem statement,research questions, aim and sub objectives, scope, and contribution this study for student itself, teacher and community especially in education area.
Stojkovic, S., & Lovell, R. (2013). Corrections: An introduction. San Diego, CA: Bridgepoint Education, Inc
Feedback is one form of assessment that teachers think will take long, however, if given orally to the students it allows them to correct what they are misunderstanding or doing wrong. Most teachers feel that feedback is meant to be written down but it is not necessary to do so. Oral feedback as well as written feedback can be very effective and beneficial for a student if done correctly. According to Leahy et al (2005), “To be effective, feedback needs to cause thinking. Grades don 't do that. Scores don 't do that. And comments like “Good job” don 't do that either. What does cause thinking is a comment that addresses what the student needs to do to improve…” (p. 22). I felt that this quote was very fitting to what I did in the classroom while walking around and checking up on the students. Instead of saying “good job” or “looks good,” I found myself watching bits and pieces of several
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.