Effects of Different Kind of Direct Feedback on Students’ Writing

Abstract Error feedbacks can help students in their writings and one of these questions is that whether teachers should use or not use error correction and feedbacks in writing classes. This study analyzed the holistic use of verbs considered as errors in the writings of upper intermediate international students studying in University Teknologi Malaysia. This study is a quantitative research with experimental design. Three different treatment groups received three different kinds of direct feedback: Direct feedback with written meta-linguistic explanation, direct feedback with oral meta-linguistic explanation, and direct feedback only. T-test was carried out to identify the effectiveness of each type of direct feedback on errors that had helped the more advanced students improve their writings. The results show that all types of direct feedback were effective but different typ es of feedback can be ranked in terms of importance.

[1]  Ken Sheppard.  Two Feedback Types: Do They Make A Difference? , 1992 .

[2]  Diana Frantzen.  The Effects of Grammar Supplementation on Written Accuracy in an Intermediate Spanish Content Course , 1995 .

[3]  Dana R. Ferris,et al.  ERROR FEEDBACK IN L2 WRITING CLASSES: HOW EXPLICIT DOES IT NEED TO BE? , 2001 .

[4]  Christine Goring. Kepner.  An Experiment in the Relationship of Types of Written Feedback to the Development of Second‐Language Writing Skills , 1991 .

[5]  Hüsnü Enginarlar,et al.  Student response to teacher feedback in EFL writing , 1993 .

[6]  John F. Lalande.  Reducing Composition Errors: An Experiment , 1982 .

[7]  Charles W. Bridges.  Training the New Teacher of College Composition. , 1987 .

[8]  Maria Mantello,et al.  Error Correction in the L2 Classroom , 1997 .

[9]  Ilona Leki.  THE PREFERENCES OF ESL STUDENTS FOR ERROR CORRECTION IN COLLEGE-LEVEL WRITING CLASSES , 1991 .

[10]  Vivian Zamel,et al.  Writing: The Process of Discovering Meaning , 1982 .

[11]  Ann K. Fathman,et al.  Second Language Writing: Teacher response to student writing: focus on form versus content , 1990 .

[12]  John Truscott,et al.  Review Article The Case Against Grammar Correction in L2 Writing Classes , 1996 .

[13]  Steven J. Ross,et al.  SALIENCE OF FEEDBACK ON ERROR AND ITS EFFECT ON EFL WRITING QUALITY , 1986 .

[14]  Ann Raimes.  Errors: Windows into the Mind. , 1991 .

[15]  Vivian Zamel.  Responding to Student Writing , 1985 .

[16]  Icy Lee,et al.  ESL learners' performance in error correction in writing: Some implications for teaching , 1997 .

[17]  D. Ferris.  THE CASE FOR GRAMMAR CORRECTION IN L2 WRITING CLASSES: A RESPONSE TO TRUSCOTT (1996) , 1999 .

[18]  J. Hedgcock,et al.  Teaching ESL composition : purpose, process, and practice , 2001 .

[19]  Dana R. Ferris,et al.  Treatment of Error in Second Language Student Writing , 2002 .

[20]  Harriet D. Semke.  Effects of the Red Pen , 1984 .

[21]  Barbara Kroll.  Second Language Writing. Research Insights for the Classroom. , 1990 .

[22]  I. Lee.  ESL LEARNERS PERFORMANCE IN ERROR CORRECTION IN WRITING: SOME IMPLICATIONS FOR COLLEGE-LEVEL TEACHING , 1997 .

[23]  Jean Chandler.  A response to Truscott , 2004 .