Written Corrective Feedback and EFL Students’ Use of Prepositions, Articles, Punctuation and Capitalization
DOI:
https://doi.org/10.33806/ijaes.v24i2.526Keywords:
articles, capitalizations, literary writing, prepositions, punctuation, written corrective feedbackAbstract
This study investigates the effect of direct and indirect written corrective feedback (WCF) on EFL students’ use of prepositions, articles, punctuation, and capitalization. The importance of focusing on WCF is due to its role in enhancing students’ writing accuracy and making their writing more suitable to their respective discourse communities. Using a quantitative approach, data was collected over a period of two months in a university in the Sultanate of Oman through pre- and post-tests including two stages of treatments. A total of 45 students voluntarily participated in the study: control group (n=15), direct group (n=15), and indirect group (n=15). While the control group (CG) received no feedback and did not receive interventions, the direct group (DG) received feedback on their pre-test, treatment one and treatment two. For DG, errors were underlined and correct forms were given immediately. The indirect group (IG) received feedback on their pre-test, treatment one and treatment two, as well, but their errors were only underlined with no corrections given to encourage students to find the correct forms themselves. The results of this study suggest that direct written corrective feedback (WCF) is more effective than indirect feedback in improving the use of prepositions, articles, punctuation, and capitalization among Omani undergraduate students majoring in literature. The control group did not show any significant improvements, indicating that written corrective feedback is necessary for improving writing skills among EFL students.
References
Abbuhl, Rebekah, Susan Gass and Alison Mackey. (2013). ‘Experimental research design’. In Robert Podesva and Devyani Sharma, (eds.). Research Methods in Linguistics,116-134. Cambridge: Cambridge University Press.
Alnwairan, Met’eb, Said Al Harthy, Abdullah Darwish and Mohamed Yacoub. (2023). ‘To correct or not to correct: The impact of written corrective feedback on improving students’ writing about literature’. World Journal of English Language, 13(7): 336-345.
https://doi.org/10.5430/wjel.v13n7p336
Alvi, Mohsin. (2016). A Manual for Selecting Sampling Techniques in Research. Munich: University Library of Munich.
Benson, Susan and Robert DeKeyser. (2018). ‘Effects of written corrective feedback and language aptitude on verb tense accuracy’. Language Teaching Research, 23(6): 1-25.
https://doi.org/10.1177/1362168818770921
Bitchener, John and Dana Ferri. (2012). Written Corrective Feedback in Second Language Acquisition and Writing. London: Routledge.
Bitchener, John and Ute Knoch. (2009a). ‘The value of a focused approach to written corrective feedback’. ELT Journal, 63(3): 204-211. https://doi.org/10.1093/elt/ccn043
Bitchener, John and Ute Knoch. (2009b). ‘The relative effectiveness of different types of direct written corrective feedback’. System, 37(2): 322-329. https://doi.org/10.1016/j.system.2008.12.006
Bitchener, John and Ute Knoch. (2010). ‘The contribution of written corrective feedback to language development: A ten month investigation’. Applied Linguistics, 31(2): 193-214. https://doi.org/10.1093/applin/amp016
Brown, Dan. (2012). ‘The written corrective feedback debate: Next steps for classroom teachers and practitioners’. TESOL Quarterly, 46(4): 861-867. https://doi.org/10.1002/tesq.63
Canagarajah, Suresh. (2015). ‘“Blessed in my own way”: Pedagogical affordances for dialogical voice construction in multilingual student writing’. Journal of Second Language Writing, 27(1): 122-135.
https://doi.org/10.1016/j.jslw.2014.09.001
Chandler, Jean. (2004). ‘A response to Truscott’. Journal of Second Language Writing, 13(4): 345-348. https://doi.org/10.1016/j.jslw.2004.05.001
Cohen, Andrew. (1989). ‘Reformulation: A technique for providing advanced feedback in writing’. Guidelines: A Periodical for Classroom Language Teachers, 11(2): 1-9.
Diab, Nuwar and Ghada Awada. (2022). ‘Effect of language learning strategies and teacher versus peer feedback on reducing lexical errors of university learners’. International Journal of Arabic-English Studies, 22(1): 101-124. https://doi.org/10.33806/ijaes2000.22.1.6
Ellis, Rod. (2009a). ‘Corrective feedback and teacher development’. L2 Journal, 1: 3-18. https://doi.org/10.5070/l2.v1i1.9054
Ellis, Rod. (2009b). ‘A typology of written corrective feedback types’. ELT Journal, 63(2): 97-107. https://doi.org/10.1093/elt/ccn023
Ellis, Rod. (2010). ‘Epilogue: A framework for investigating oral and written corrective feedback’. Studies in Second Language Acquisition, 32(2): 335-349. https://doi.org/10.1017/S0272263109990544
Ellis, Rod, Younghee Sheen, Mihoko Murakami, and Hide Takashima. (2008). ‘The effects of focused and unfocused written corrective feedback in an English as a foreign language context’. System, 36(3): 353-371. https://doi.org/10.1016/j.system.2008.02.001
Ferris, Dana. (1999). ‘The case for grammar correction in L2 writing classes: A response to Truscott’ (1996). Journal of Second Language Writing, 8(1): 1-11. https://doi.org/10.1016/S1060-3743(99)80110-6
Ferris, Dana. (2004). ‘The ‘‘Grammar Correction’’ debate in L2 writing: Where are we, and where do we go from here? (and what do we do in the meantime ...?)’. Journal of Second Language Writing, 13(1): 49-62. https://doi.org/10.1016/j.jslw.2004.04.005
Ferris, Dana. (2010). ‘Second language writing research and written corrective feedback in SLA: Intersections and practical applications’. Studies in Second Language Acquisition, 32(2): 181-201.
https://doi.org/10.1017/S0272263109990490
Habeeb, Rawi. (2009). ‘The mistaken use of punctuation marks by some Arab writers’. Kirkuk University Journal: Humanity Studies, 4(1): 1-16.
Han, Ye and Fiona Hyland. (2019). ‘Learner engagement with feedback: A sociocognitive perspective’. In Ken Hyland and Fiona Hyland (eds.) Feedback in Second Language Writing: Contexts and issues, 387-414. Cambridge: Cambridge University Press.
Hyland, Fiona. (2000). ‘ESL writers and feedback: giving more autonomy to students’. Language Learning Research, 4(1): 33-54.
https://doi.org/10.1177/136216880000400103
Hyland, Fiona. (2003). ‘Focusing on form: Student engagement with teacher feedback’. System, 31(2); 217-230.
https://doi.org/10.1016/S0346-251X(03)00021-6
Hyland, Ken and Fiona Hyland. (2019). ‘Contexts and issues in feedback on L2 writing’. Ken Hyland and Fiona Hyland (eds.) Feedback in Second Language Writing: Contexts and Issues, 23- 58. Cambridge: Cambridge University Press.
Hyland, Ken, and Eri Anan. (2006). ‘Teachers’ perceptions of error: The effects of first language and experience’. System, 34(4): 509-519.
https://doi.org/10.1016/j.system.2006.09.001
Hyland, Ken and Fiona Hyland. (2006). ‘Feedback on second language students’ writing’. Language Teaching, 39(2): 83-101.
https://doi.org/10.1017/S0261444806003399
Kormos, Judit. (2012). ‘The role of individual differences in L2 writing’. Journal of Second Language Writing, 21(4): 390-403.
https://doi.org/10.1016/j.jslw.2012.09.003
Lalande, John. (1982). ‘Reducing composition errors: An experiment’. Modern Language Journal, 66(2): 140-149.
https://doi.org/10.1111/j.1540-4781.1982.tb06973.x
Lee, Icy. (2004). ‘Error correction in L2 secondary writing classrooms: The case of Hong Kong’. Journal of Second Language Writing, 13(4): 285-312. https://doi.org/10.1016/j.jslw.2004.08.001
Lee, Icy. (2009). ‘Ten mismatches between teachers’ beliefs and written feedback practice’. ELT Journal, 63(1): 13-22. https://doi.org/10.1093/elt/ccn010
Lee, Icy. (2011). ‘Feedback revolution: what gets in the way?’. ELT Journal, 65(1): 1-12. https://doi.org/10.1093/elt/ccp028
Miao, Jia, Jiangmei Chang, and Li Ma. (2023). ‘Research trends of written corrective feedback in L2 writing: A bibliometric analysis’. Sage Open, 13(1): 1-13. https://doi.org/10.1177/21582440221135172
Mohammed, Amal. (2012). ‘Analysis of English department students’ errors in the use of the English article system’. Kirkuk University Journal: Humanity Studies, 7(1): 61-113.
Robinson, Peter. (2001). ‘Individual differences, cognitive abilities, aptitude complexes and learning conditions in second language acquisition’. Second Language Research, 17(4): 368-392.
https://doi.org/10.1177/026765830101700405
Sachs, Rebecca and Polio, Charlene. (2007). ‘Learners’ uses of two types of written feedback on a L2 writing revision task’. Studies in Second Language Acquisition, 29(1): 67-100.
https://doi.org/10.1017/S0272263107070039
Sheen, YoungHee. (2004). ‘Corrective feedback and learner uptake in communicative classrooms across instructional settings’. Language Teaching Research, 8(3): 263-300.
https://doi.org/10.1191/1362168804lr146oa
Sheen, YoungHee. (2007). ‘The effect of focused written corrective feedback and language aptitude on ESL learners’ acquisition of articles’. TESOL Quarterly, 41(2): 255-283.
https://doi.org/10.1002/j.1545-7249.2007.tb00059.x
Sheen, YoungHee. (2011) Corrective Feedback, Individual Differences and Second Language Learning. Washington, D.C.: Springer.
Sheen, YoungHee, David Wright and Anna Moldawa. (2009). ‘Differential effects of focused and unfocused written correction on the accurate use of grammatical forms by adult ESL learners’. System, 37(4): 556-569. https://doi.org/10.1016/j.system.2009.09.002
Shintani, Natsuko, and Rod Ellis. (2013). ‘The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article’. Journal of Second Language Writing, 22(3): 286-306.
https://doi.org/10.1016/j.jslw.2013.03.011
Shintani, Natsuko, and Rod Ellis. (2015). ‘Does language analytical ability mediate the effect of written feedback on grammatical accuracy in second language writing?’ System, 49, 110-119.
https://doi.org/10.1016/j.system.2015.01.006
Sommers, Nancy. (1982). ‘Responding to student writing’. College Composition and Communication, 33(2): 148-156. https://doi.org/10.2307/357622
Storch, Neomy and Gillian Wigglesworth. (2010). ‘Learners’ processing, uptake, and retention of corrective feedback on writing: Case studies’. Studies in Second Language Acquisition, 32(2): 303-334.
doi:10.1017/S0272263109990532
Stratton, Samuel. (2019). ‘Quasi-experimental design (pre-test and post-test studies) in prehospital and disaster research’. Prehospital and Disaster Medicine, 34(6): 573-574.
Suzuki, Wataru, Hossein Nassaji and Konosuke Sato. (2019). ‘The effects of feedback explicitness and type of target structure on accuracy in revision and new pieces of writing’. System, 81, 135-145.
https://doi.org/10.1016/j.system.2018.12.017
Tardy, Christine. (2019). ‘Appropriation, ownership, and agency: Negotiating teacher feedback in academic settings’. In K. Hyland and F. Hyland (eds.) Feedback in Second Language Writing: Contexts and Issues, 119-147. Cambridge: Cambridge University Press.
Truscott, John. (1996). ‘The case against grammar correction in L2 writing classes’. Language Learning, 46(2): 327-369. https://doi.org/10.1111/j.1467-1770.1996.tb01238.x
Truscott, John. (1999). ‘The case for “The Case Against Grammar Correction in L2 Writing Classes”: A response to Ferris’. Journal of Second Language Writing, 8(2): 111-122. https://doi.org/10.1016/S1060-3743(99)80124-6
Truscott, John. (2007). ‘The effect of error correction on learners’ ability to write accurately’. Journal of Second Language Writing, 16(4): 255-272. https://doi.org/10.1016/j.jslw.2007.06.003
Varnosfadrani, Azizollah and Helen Basturkmen. (2009). ‘The effectiveness of implicit and explicit error correction on learners’ performance’. System, 37(1): 82-98. https://doi.org/10.1016/j.system.2008.04.004
Zhang, Tiefu. (2021). ‘The effect of highly focused versus mid-focused written corrective feedback on EFL learners’ explicit and implicit knowledge development’. System, 99: 1-16.
https://doi.org/10.1016/j.system.2021.102493
Zhang, Zhe. and Ken Hyland. (2022). ‘Fostering student engagement with feedback: An integrated approach’. Assessing Writing, 51.
Downloads
Date of Publication
How to Cite
Issue
Section
Accepted 2024-03-24
Published 2024-06-06
