Enhancing English Writing Skills through Sequential Integration of Indirect and Direct Feedback

Abstract

The distinct impacts of direct and indirect written corrective feedback (WCF) on writing skills have been extensively explored in English as a foreign language (EFL) teaching, yielding mixed results. Prior research has underscored the suitability of indirect WCF for students with high English proficiency, leaving the benefits for low-proficiency students under-researched. This case study examined the effect of sequentially integrating indirect and direct WCF on the EFL writing skills of students with low English proficiency, with a particular focus on their reflections on indirect WCF. Participants were 18 beginner (A1) level EFL students at a university in Türkiye. Over seven weeks, they wrote an initial paragraph, revised it into a second draft using indirect WCF, and finalized it through direct WCF each week. Statistical analysis of first- and second-draft scores revealed significant within-week increases, indicating improvement across successive drafts each week. Content analysis of reflection reports and stimulated recall interviews revealed that students benefited from indirect WCF, particularly correction symbols, as part of this process. Therefore, the results provided classroom-based evidence for the potential of a two-phase feedback cycle for low-proficiency learners, with indirect WCF as the primary intervention and direct WCF as a supplement.

Keywords

• direct written corrective feedback
• English as a foreign language
• indirect written corrective feedback
• writing skills

Dolaylı ve Doğrudan Geri Bildirimin Sıralı Biçimde Bütünleştirilmesiyle İngilizce Yazma Becerilerinin Geliştirilmesi

Abstract

Doğrudan ve dolaylı yazılı düzeltme geri bildirimlerinin yazma becerileri üzerindeki farklılaşan etkileri, yabancı dil olarak İngilizce öğretiminde kapsamlı bir şekilde araştırılmış ve farklı sonuçlara varılmıştır. Önceki araştırmalar dolaylı yazılı düzeltme geri bildiriminin İngilizce yeterlilik düzeyi yüksek öğrenciler için uygun olduğunu vurgularken, bunun İngilizce seviyesi düşük öğrenciler için yararları yeterince araştırılmamıştır. Bu durum çalışmasında, dolaylı ve doğrudan yazılı düzeltme geri bildirimlerinin sıralı biçimde bütünleştirilmesinin İngilizce yeterlilik düzeyi düşük öğrencilerin İngilizce yazma becerilerine etkisi araştırılmış ve özellikle öğrencilerin dolaylı geri bildirime ilişkin yansımalarına odaklanılmıştır. Katılımcılar Türkiye’deki bir üniversitede öğrenim gören başlangıç (A1) İngilizce seviyesindeki 18 öğrenciden oluşmuştur. Yedi haftalık süreçte öğrenciler her hafta bir paragraf yazmış, bu paragrafı sırasıyla verilen dolaylı yazılı düzeltme geri bildirimine dayalı olarak ikinci bir taslakta düzenlemiş ve doğrudan geri bildirime dayanarak paragrafın son halini vermiştir. Öğrencilerin birinci ve ikinci taslak puanlarının istatistiksel analizi, her hafta içinde anlamlı puan artışları olduğunu göstermiştir ve bu durum, bu sıralı geri bildirim bütünleştirmesinin her hafta birbirini izleyen taslaklar arasında bir gelişmeye işaret ettiğini ortaya koymuştur. Yansıtma raporlarının ve uyarılmış geri çağırma görüşmelerinin içerik analizi, öğrencilerin bu sürecin bir parçası olan dolaylı yazılı düzeltme geri bildiriminden, özellikle düzeltme sembollerinden yararlandığına işaret etmiştir. Dolayısıyla, araştırma sonuçları, düşük seviyedeki öğrenenler için dolaylı yazılı düzeltme geri bildiriminin ana uygulama olarak kullanıldığı ve doğrudan geri bildirimle desteklendiği iki aşamalı geri bildirim döngüsünün potansiyeline ilişkin sınıf ortamında elde edilen kanıtlar sunmuştur.

Keywords

• Doğrudan yazılı düzeltme geri bildirimi
• dolaylı yazılı düzeltme geri bildirimi
• yabancı dil olarak İngilizce
• yazma becerileri

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