Literature Review In this section, I will review current literature about written CF. I will start with several definitions of written CF and CF’s possible facilitative role in language learning. Then, I will end this section with a review of previous studies done on the domain of CF. Definition of Written Corrective Feedback (CF) Written corrective feedback has been defined in some ways. In his controversial paper, Truscott (1996) defined it as “correction of grammatical errors for the purpose of improving a students’ ability to write accurately” (p.331), setting a focused parameter only on grammatical features of a piece of students’ writing. In a similar fashion, Ellis (2009, 2012) explained that feedback on writing has three different forms: feedback on content, on organization, and on language or linguistic errors. The third kind of these forms is what he called as written CF. Ellis further classified written CF, based on strategies for providing it, into several types: direct (providing learners the correct form), indirect (giving indications that error are made, but not giving corrections), metalinguistic (informing learners the nature of their errors and/or giving metalinguistic explanation), focused (corrections targeted on limited types of errors only), unfocused (corrections given for any kind of errors made), electronic (indicating the errors made and providing links to resources that provide correct examples of/ explanation about the misused grammatical features), and reformulation (without altering the content, teachers rewrite the erroneous parts of learners’ writing and then ask them to compare the original and the modified versions). Similarly, Polio’s (2012) definition of written CF is also emphasized on forms.... ... middle of paper ... ...at the learners who received written CF managed to produce texts with better linguistic accuracy during revision sessions, but failed to exhibit a learning effect in a new piece of writing. Based on this result, Truscott and Hsu (2008) concluded that improvement made during revision sessions could not be considered as a learning predictor, casting doubt on the acceptability of the result of L2 writing-focused studies that put emphasis on revisions. Responding to this, Bruton (2009) reviewed the study and managed to point out the possible reason why there was no improvement made in the post test. He asserted that the participants of the study had already showed a good performance since the pretest, so expecting them to make much improvement was simply out of question. In other words, there was a possibility that the result was compromised by the ceiling effect.
When someone asks “do you mind if I offer you some feedback?”, you immediately think that you did something terribly wrong. You don’t know whether to feel proud or to feel ashamed, or even feel like you’ve been attacked and need to defend yourself as much as possible. Difficulty with accepting criticism is nothing new; in fact, it is more common than you think. We are often criticized after completing anything from simple tasks to the most complex projects we can accomplish. Common examples of what we are criticized for are: work ethic, creative works such as music, television, articles, etc., and for any mistake, small or large, we make during our day-to-day lives. Anybody can give constructive
Stohr, Mary K., and Bill Quigley. "Corrections: The Essentials." Google Books. SAGE, 2011, n.d. Web. 27 Mar. 2014.
English Composition II has unexpectedly improved my writing into an academic level. As I studied various English reading and writing courses, this class “English Composition II” did not immediately caught my eye. However as I researched about the concepts of this class, the decision to make was not so difficult since I was lacking in critical thinking and the interpretation of works. Also as a Business Major, it made sense that the subject of English would be of interest to me and as a career requirement. During the first weeks, I thought that I would be fully prepared for this course after taking an accelerated course in English during the spring semester. However, after attending class for about a month, I certainly did not expect to learn an entirely new process of writing
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
In the beginning of English 101 I was what you call a novice writer a person who only wrote what they felt was required. However, certain techniques that I learned in English 101 made me realize that writing was not about filling requirements; it’s about speaking out, exploring and proving a point. “Writing is an exploration. You start from nothing and learn as you go.” (Trimble, 17) In John Trimble’s quote he tries to point out that writing is something that you grow with and learn as you go along. I believe this growth was achieved with a technique that was introduced to me by my professor called repetitive revision. What I found out was that revision of your essays helps in recognizing your mistakes and enhances the flow of your essays. By providing me...
One of the most prominent forms of writing in children’s lives is essay writing and writing for school. These skills become important later on in life when these children grow up to become adults and the reports that are written are for something far more important than a mark. Past generations were limited to where they can go to have a piece of literature edited. The furthest their resources could expand would have been teachers, or anyone who was willing to edit. Today’s generation has the technology that allows them to seek help from someone who may have problems in their own writing. Computers are the first major improvement to editing. They catch initial and obvious mistakes that would otherwise go unnoticed because a person is so used to their own writing. There are many websites that help students learn how to cite the information. An example of this is Owl Perdue; it teaches people how to cite information for essays, reports. It teaches someone how to cite information from online sources, books, journals, etc. There are also many websites where students who want to learn what grammatical mistakes they make can point out what some of their downfalls are. This allows students (or anyone who wants some of their literary work edited) to learn from their mistakes. Future literary pieces will become easier to enjoy and
However, their purposes for writing are sometimes not the kind valued by Western academic communities. The nature of academic literacy often confuses and disorients students, “particularly those who bring with them a set of conventions that are at odds with those of the academic world they are entering” (Kutz, Groden & Zamel, 1993, p. 30). In addition, the culture-specific nature of schemata–abstract mental structures representing our knowledge of things, events, and situations–can lead to difficulties when students write texts in L2. Knowing how to write a “summary” or “analysis” in Mandarin or Spanish does not necessarily mean that students will be able to do these things in English (Kern, 2000). As a result, any appropriate instruction must take into consideration the influence from various educational, social, and cultural experiences that students have in their native language. These include textual issues, such as rhetorical and cultural preferences for organizing information and structuring arguments, commonly referred to as contrastive rhetoric (Cai, 1999; Connor, 1997; Kaplan, 1987; Kobayashi & Rinnert, 1996; Leki, 1993; 1997; Matalene, 1985), knowledge of appropriate genres (Johns, 1995; Swales, 1990), familiarity with writing topics (Shen, 1989), and distinct cultural and instructional socialization (Coleman, 1996; Holliday, 1997; Valdes, 1995). In addition to instructional and cultural
I still had the typical grammatical errors and sentence fragments, but there were not as many. I could see my writing skills were improving based on me actually taking the instructors corrections and advice into consideration. When I created my revision memo for this essay, I attempted to finally perfect the common mistakes I had made. Making my sentences a little longer
As a result, students may write too quickly without revising or considering their words [21][23]. This can lead to errors and less thoughtful writing [24].
Feedback is a type of communication that we give or get. Sometimes, feedback is called "criticism," but this seriously limits its meaning.
On the contrary, if writers fail in error correction, it might have a harmful effect on the consumers of their works, therefore, it is important to know how to properly analyze the sources of errors, evaluate and aim to prevent
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Stojkovic, S., & Lovell, R. (2013). Corrections: An introduction. San Diego, CA: Bridgepoint Education, Inc
In this paper, I will be primarily focusing on the importance of feedback in learning. Practise is important to achieve goals but it cannot act alone, in order for a student to accomplish his/her goals he/she needs to practise; while practising it is important to receive feedback. By the end of this paper, I will try to prove why “Feedback is so important in learning”?
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