Abstract
The present study, through sample analysis and questionnaires, investigates the effects of different types of corrective feedback in 250 essays of the first-year English major students and the students’ responses to different feedback strategies. The study shows that 1) the students can improve their writing with the help of the feedback and that different types of errors in the English majors’ writing require different feedback strategies; 2) indirect feedback (coded feedback and uncoded feedback) can be mainly used, supplemented by direct correction; and 3) the English majors highly appreciate the teacher’s feedback; their preference is coded feedback, followed by direct correction and uncoded feedback This study sheds light on how different feedback strategies can be used in teaching L2 English at the university level.
Highlights
Errors are inevitable in the language learning process, a large proportion of them in the writing may result in misunderstanding and miscommunication
The study shows that 1) the students can improve their writing with the help of the feedback and that different types of errors in the English majors’ writing require different feedback strategies; 2) indirect feedback can be mainly used, supplemented by direct correction; and 3) the English majors highly appreciate the teacher’s feedback; their preference is coded feedback, followed by direct correction and uncoded feedback This study sheds light on how different feedback strategies can be used in teaching L2 English at the university level
coded feedback (CF) in Group 3 (G3) enables them to achieve a higher rate of accuracy (83.6%) than uncoded feedback (UF) in Group 2 (G2) (67.4%)
Summary
Errors are inevitable in the language learning process, a large proportion of them in the writing may result in misunderstanding and miscommunication. To help students to write more correctly, teachers and researchers have developed different corrective feedback strategies. Like Truscott (1996, 1999, 2004, 2009) and Lee (2007, 2008), argue against it. Truscott contends that giving corrective feedback to students is ineffective or even harmful in L2 writing and time spent on it is meaningless, for the reason that the teacher may be incompetent to provide proper feedback and students may pay little attention to it. Lee comes to similar conclusion on the basis of his study of secondary writing classroom in Hong Kong. He finds that the students do not fully utilize the teacher’s feedback
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