 |
[email protected] |
 |
3275638434 |
 |
 |
| Paper Publishing WeChat |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
A Study of Written Corrective Feedback and Its Effect on Chinese Junior Learners’ English Writing
ZHANG Hong-wu
Full-Text PDF
XML 1286 Views
DOI:10.17265/1539-8072/2017.07.001
Jiaying University, Meizhou, China
This study was designed to investigate the effect of written corrective feedback (WCF) on junior English learners’ writing. Eighty-two Chinese junior students from two classes were observed in a draft-to-draft writing program. Results included error distribution and WCF’s effect on the subjects’ writing. Specifically, the number of local errors dropped more significantly than that of global errors. Both direct feedback (DF) and indirect feedback (IF) worked for local errors, but they did not have noticeable effects on global errors. For some errors as wrong word, DF was almost helpless in eliminating them, but IF worked better since it could engage students in reflecting on their own errors. For Chinglish and word order errors, however, IF’s role was very limited in revision and correction, due to students’ inefficient syntactic knowledge. This study indicated that WCF had varying effects for different types of errors and a combination of DF and IF might be more helpful. In addition, positive input and certain amount of explicit grammar teaching are necessary for long-term improvement of accuracy in writing.
written corrective feedback, accuracy, junior learners, writing
BEI, X. Y. (2009). Effects of writing task and teacher feedback on writing quality and fluency of foreign language students of different proficiency. Modern Foreign Language, 4, 389-398.
Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of Second Language writing, 17, 102-118.
CHEN, X. X., & LI, H. N. (2009). Effects of teachers’ corrective feedback on students’ English writing. Foreign Language Teaching and Research, 5, 351-358.
Ferris, D. R. (1995). Student reactions to teacher response in multiple-draft composition classrooms. TESOL Quarterly, 1, 33-53.
Ferris, D. R. (1999). The case for grammar correction in L2 writing classes: A response to Truscott. Journal of Second Language Writing, 8, 1-11.
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 and F. Hyland (Eds.), Feedback in second language writing: Contexts and issues. New York: Cambridge University Press.
Ferris, D. R. (2013). Writing in a second language. Shanghai: Shanghai Foreign Language Education Press.
Ferris, D. R., Chaney, S. J., Komura, K., Roberts, B. J., & McKee, S. (2000). Perspectives, problems and practices in treating written error. Colloquium presented at International TESOL Convention, Vancouver, B. C.
Ferris, D., & Hedgcock, J. S. (2004). Teaching ESL composition: Purpose, process, and practice. Mahwah, NJ: Lawrence Erlbaum.
Hartshorn, K. J., Evans, N. W., Merrill, P. F., Sudweeks, R. R., Strong-Krause, D., & Anderson, N. J. (2010). Effects of dynamic corrective feedback on ESL writing accuracy. TESOL Quarterly, 44, 84-109.
JIANG, L., & CHEN, J. (2013). Written corrective feedback and second language acquisition—An empirical study of the usage of category noun phrase. Contemporary Foreign Language Research, 11, 31-35.
JIANG, X., & ZENG, L. (2011). Efficiency of college English teachers’written feedback—An empirical study from a new perspective. Shandong Foreign Language Teaching, 4, 56-61.
Lalande, J. F. (1982). Reducing composition errors: An experiment. The Modem Language Journal, 66(2), 140-149.
LI, J. (2013). A case study of the effects of teachers’ written feedback in English writing teaching. Foreign Language World, 2, 87-96.
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 37-44.
Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46(1), 1-40.
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 2, 327-369.
Wang, C. M. (2003). The compensation hypothesis in L2 learning. Foreign Language Research, 112(1), 1-5.
Williams, J. (2007). Teaching writing in second and foreign language classrooms. Beijing: World Book Publishing House.
YANG, L. J., YANG, M. J., & ZHANG, Y. (2013). A comparative study of three types of feedback in English writing teaching in China. Foreign Language Teaching, 3, 63-67.
ZHANG, P., & GUO, H. M. (2007). Necessity and methods of college English writing feedback. Shandong Foreign Language Teaching, 3, 66-69.
ZHANG, W., & DENG, Y. P. (2009). A study of the effectiveness of corrective feedback on college students’ writing. Foreign Language and Literature, 25, 139-144.