This study investigated the efficacy of two types of focused written corrective feedback (direct feedback with metalinguistic explanation and direct feedback only) as well as their correlation with language analytic ability.
Method and results
There were three questions the researcher aimed to answer in this study:
1. Does focused written corrective feedback (CF) have an effect on intermediate ESL learners' acquisition of English articles?
2. Is there any difference in the effect of direct correction with and without metalinguistic feedback on ESL learners' acquisition of English articles?
3. To what extent does the learners’ language analytic ability mediate the effectiveness of CF?
To answer these questions, the researcher designed a quasi-experimental study with its procedures described in the following diagram:
Five English native speaker instructors and 91 intermediate level ESL students took part as participants in this study. The students came from various L1 background and were international student as well as immigrants, ranging from 21 to 56 years old. The students were then divided into two experimental groups (direct correction only and direct correction with metalinguistic explanation) and one control group.
There were several instruments utilized in this study. The language analytic ability test was a 14 items of multiple choices test, asking students to choose the best translation of short English phrases in an imaginary language. The pretest, posttest, and immediate post consisted of three similar tests: (1) speed dictation test, containing 14 items that should be completed in 8 minutes, (2) writing test, asking students to rewrite a short narrative text in 12 minutes, and (3) error corr...
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...ors, if not language teachers, to conduct a language aptitude test prior to placing their students to certain level or class. The result of this test would be beneficial in at least two ways: to estimate how much time one would need to complete the program (supposedly, those with a lower language aptitude level may need extra time of instructions) and, for teachers, to see which students would need extra attention in the classroom. Of course, this is debatable, since language aptitude itself may not be the only factor that affects one’s success in leaning a language. However, if the institution has the time and funding to conduct such tests, it is not necessarily bad idea at all.
Works Cited
Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on ESL learner’s acquisition of articles. TESOL Quarterly, 4 (2), 255-283.
Going into details of the article, I realized that the necessary information needed to evaluate the experimental procedures were not included. However, when conducting an experiment, the independent and dependent variable are to be studied before giving a final conclusion.
Flynn, K. & Hill, J. (2005). English language learners: A growing population. Mid-Research For Education And Learning, 1-11.
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
Echevarria, J., Vogt, M., & Short, D. (2008). Making Content Comprehensible for English Learners: The SIOP Model (3rd ed.). Boston: Pearson Education, Inc.
In response to the question set, I will go into detail of the study, consisting of the background, main hypotheses, as well the aims, procedure and results gathered from the study; explaining the four research methods chosen to investigate, furthering into the three methods actually tested.
The positive feedback provided me with things my respondents believe I should continue doing. Some respondents noted that I am confident and motivated. The results also showed that my respondents think I am efficient. Another response was that I adapt to change well. Other words like cheerful, encouraging and fun to be around were some of the positive responses received. Great communication is also something noted that I should continue to do. My responses showed that I am a hard worker. According to the respondents of the survey, I am a good listener and very supportive of others. These responses helped to boost my confidence because they helped me to know that there are things that I am good at and things that I should continue doing. It is also nice to known that people notice little things about you that are positive.
...e into consideration the characteristics of young English language learners and their language development, the learning conditions that are most effective for these learners, and the kinds of instruction that best meet their needs.
Myers, discusses the purposes of this article by saying, "I want to show (…) that it is indeed the "linguistic" component (vocabulary and syntax) that ESL students as much or more than what is considered the "writing" (rhetorical0 component that ESL need most, and that their "errors" are persistent evidence of normal second-language learning and processing" (Myers 52). Myers believes that tutors should be cultural informants, similarly to "Guilt-Free Tutoring." She believes that being a cultural informant is more than just the structure of a society, but also the "way that a language determines, subordinates, complements, coordinates, pluralizes, counts, modalizes, interrogates, and lexicalizes"(Myers 55). She goes on to say that “writing tutors need to acknowledge and respond to the central role of lexis in language learning” (Myers 65). From reading the article, Myers opinion seems to be that tutors need to realize that ESL/EFL students are not on the same level of writing as native speakers especially when it comes to the lexical part of the English language so they need to be taught in a different way. Some tutors might think of her teaching method as unethical, but this only so with native speakers who knows the language better than ESL
English Language Learners range from Newcomers learning survival English and developing foundational literacy skills to Long-Term English Learners who have had 6 years or more of their education in English yet continue have significant language gaps. These students may speak English with little or no accent and still lack the vocabulary, grammar and grade level literacy to be successful in school. English language learners may remain silent in the classroom as they adjust to a new school, environment, and culture unless he is a native language comrade to interact with. The English language learners are concerned about decoding verbal and non- verbal communication as well as understanding the social culture framework of the school. Most of the time English language learners are observing during instruction, trying to repeat words used by others, memorizing simple phrases and sentences, tired by midday or be frustrated attending long lectures unaccompanied by visual and gestures, relying on first language translation used peer translation or bilingual dictionary, as the students begin to learner they become more involved in the classroom, they can respond non-verbally to commands, statements, and questions in simple form. As their oral comprehension increases, they begin to use simple word and phrases and may use English spontaneously. They can understand short conversation on a simple topic when reading students can understand a narrative text and authentic materials, although they will be below
The author of this article stakes out a clear and insightful position on this educational issue and follows the specific instructions by presenting reasons to support that position. The article cogently argues that a corrective feedback can make learners reluctant to speak but it is necessary for developing fluency, accuracy and complexity . We need to develop a real speaking skill in our students. However, we can find problems that have been developed because of the usage of methodologies with very limited linguistic resources like, for example, CTL (Communicative Language Teaching) because they aren't based in a real teaching and content. Actually we have to call for more creative speaking and thinking, not less.
It is important to identify a clear definition of peer correction before discussing any further issues. Peer correction, It is also called peer review, peer response, and peer evaluation (Liu and Hansen, 2002).It remains a popular source of feedback in the English second language/English foreign language (ESL/EFL) classroom. It is defined as the “activity in which students gain assessment from their classmates” (Sheen, 2006:12). Also, peer correction is defined by Bartels (2003:34) as “the process in which students learn each other’s’ papers in order to receive assessment and correction”. Hansen and Liu (2005:31) describe peer correction as the process in which students are utilized as the sources of information and interact to comment
Tomasello, M., & Herron, C. (n.d.). Transfer Errors: The Garden Path Technique., Studies in Second Language Acquisition, 1989. ERIC - Feedback for Language Transfer Errors: The Garden Path Technique., Studies in Second Language Acquisition, 1989. Retrieved February 8, 2014, from http://eric.ed.gov/?id=EJ400841
The problems related to subject-verb agreement have been examined by many educators and researchers. For example, one can mention the study carried out by Siti Stapa and Mohd Izahar (2010). In particular, these scholars focus on the errors made by Malaysian ESL learners. Their research indicates that these errors occur primarily due to linguistic differences. One should mention that in some languages, there are no forms that can distinguish the singular and plural forms of the verb. For example, one can speak about such a language as Bahasa Malaysia. Thus, these people can use the singular form of the verb, instead of the plural form. For instance, they can utter the following phrase, “Now, people is not looking for appropriate job but a stable one” (Stapa & Izahar, 2010). These mistakes can significantly impair their written and oral communication. Thus, it is important to consider the differences between two languages. Additionally, there are many students who speak non-standard dialects of English such as Ebonics (Baxter, 2007). Such learners perceive themselves as native speakers; nevertheless, they can also violate the rules of subject-verb agreement. Therefore, their academic writing style can be significantly impaired. Such people need to do corrective exercises in order to overcome this difficulty. This is one of the points that can be made.
Feedback is a type of communication that we give or get. Sometimes, feedback is called "criticism," but this seriously limits its meaning.
... on teachers to find objective methods of evaluating students, which can be extremely difficult to do if they heed Krashen’s advice. The price that students pay for steady grading is, unfortunately, genuine competence in their chosen language, and it is far too high. The pending change in second-language teaching is often called an “incomplete revolution” because the educational establishment refuses to implement the system despite its acknowledged merits, choosing instead to languish in the mediocrity we face today.