Corrective Feedback on Writing in EFL Context: Comparison of Two Approaches

Year 2019, Volume: 5 Issue: 3, 385 - 401, 26.11.2019

Mine Gündüz Kartal , Derin Atay

https://doi.org/10.32601/ejal.651390

Cited By: 1

Abstract

Although there is a disagreement
among researchers on the effectiveness of corrective feedback (CF) in L2
writing (Ferris, 1999; Truscott, 1996; Truscott 1999), many studies proved that
CF improves L2 learners’ accuracy in writing over time. Therefore, instead of
investigating the effectiveness of CF, some researchers carried out studies to
investigate the effectiveness of different methods, techniques, approaches of
applying CF (e.g. Bitchener, Young & Cameron, 2005; Chandler, 2003; Tootkaboni
& Khatib, 2014) in L2 writing. Similarly, this current study was conducted
to investigate the effects of two different corrective feedback types on L2
written performances. The first corrective feedback type is explicit feedback
(cognitive-interactionist approach) in which the feedback is given directly,
the other corrective feedback type is graduated feedback (sociocultural
approach) in which the feedback is given as an assistance. The study conducted
in one of the private universities in Turkey, with 11 Turkish EFL students. The
students in the Explicit Feedback Group (n=5),
and the students in the Graduated Feedback Group (n=6) completed their opinion paragraphs and received feedback
according to the group they were assigned. After two weeks, the same procedure
was applied to find out if there were any changes over time. The results of the
study showed that the students in the Graduated Feedback Group were more
successful in terms of doing self-correction than the students in the Explicit
Feedback Group.

Keywords

Cognitive-interactionist approach, corrective feedback, explicit feedback, graduated feedback, sociocultural approach

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