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Year 2013, Volume: 28 Issue: 28-1, 189 - 201, 01.06.2013

Ayhan Kahraman

Abstract

This study investigates whether or not “good paragraph writing” affects language learners’ both cognitive and affective levels, i.e., it is aimed to search the correlation among learners’ beliefs about corrective feedback, their writing anxiety, and their writing performances. Two questionnaires are conducted to compare students’ beliefs before and after treatment. Additionally, the experimental part is conducted through in-class treatment where in control group all the errors are just underlined i.e. provided only un-coded feedback, whereas in experimental group all the error types underlined, coded but not corrected. Statistical and descriptive analyses of learners’ perceptions revealed that learners prefer indicated, coded but not corrected type of feedback especially provided by teachers. At last, this study seems to prove the need for coded teacher feedback and the possibility and effectiveness of using it in reducing foreign language writing anxiety.

Keywords

teacher feedback coded feedback writing anxiety

References

  • Aydın, S. (2008). An investigation on the language anxiety and fear of negative evaluation among Turkish EFL learners. Asian EFL Journal, Teaching Articles, 30(1), 421—444.
  • Cardelle, M. & Corno, L. (1981). Effects on second language learning of variations in written feedback on homework assignments. TESOL Quarterly, 15, 251-261.
  • Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12, 267-96.
  • Cohen, A.D. (1975). Error correction and the training of language teachers. The Modern Language Journal, 59, 414-422.
  • Enginarlar, H. (1993). Student response to teacher feedback in EFL writing. System, 21, 193-204.
  • Erel, S. & Bulut, D. (2007). Error treatment in L2 writing: A comparative study of direct and indirect coded feedback in Turkish EFL context. Erciyes University Journal of Social Sciences, 22, 397-415.
  • Ferris, D. (1995). Student reactions to teacher response in multiple-draft composition classrooms. TESOL Quarterly, 29, 33
  • Ferris, D. & Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be?. Journal of Second Language Writing, 10, 161-184.
  • Frantzen, D. (1995). The effects of grammar supplementation on written accuracy in an intermediate Spanish content course. Modern Language Journal, 79, 329-344.
  • Hedgcock, J. and Lefkowitz, N. (1996). Some input: Two analyses of student response to expert feedback in L2 writing. The Modern Language Journal, 80, 287-308.
  • Huntley, H. S. (1992). Feedback strategies in intermediate and advanced second language composition. A discussion of the effects of error correction. Washington, DC. Education Resources Information Center. ERIC Database ED355809.
  • Horwitz, E., Horwitz, M., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 1251
  • Kepner, C.G. (1991). An experiment in the relationship of types of written feedback to the development of second language writing skills. The Modern Language Journal, 75, 305-313.
  • Kurt, G. & Atay, D. (2006). Prospective teachers and L2 writing anxiety. Asian EFL Journal, 8(4), 100-118.
  • Lalande, J.R. (1982). Reducing composition errors: An experiment. The Modern Language Journal, 66, 140-149.
  • Lee, I. (2004). Error correction in L2 secondary writing classrooms. Journal of Second Language Writing, 13, 285-312.
  • Leki, I. (1990). Coaching from the margins: Issues in written response. In Second language writing: Research insights for the classroom, ed. B. Kroll, 57–68. New York: Cambridge University Press.
  • Leki, I. (1991). The preferences of EFL students for error correction in college writing classes. Foreign Language Annals, 24, 203-2
  • Mackey, A. & Gass, S. M. (2005). Second language research. London: Lawrence Erlbaum Associates.
  • Miao,Y., Badger,R. and Zhen Y. (2006). A comparative study of peer and teacher feedback in a Chinese EFL writing class. . Journal of Second Language Writing, 15, 179-200.
  • Özdamar, K. (1999) Paket programlar ile istatistiksel veri analizi : SPSS – minitab. Vol. 1-2, Ankara: Kaan Kitabevi.
  • Rivers, D. (2009). A short review of three articles concerning the teaching of L2 writing across cultural contexts. retrieved 002010 from www.developingteachers.com
  • Semke, H.D. (1984). The effects of the red pen. Foreign Language Annals, 17, 195-202.
  • Truscott, J. (1999). The case for “the case against grammar correction in L2 writing classes”: a response to Ferris. Journal of Second Language Writing, 8, 111-122.
  • Citation Information: Kahraman, A. (2013). Affective and cognitive effects of coded teacher feedback on FL writing students. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [Hacettepe University Journal of Education], 28(1), 189-201.

Affective and Cognitive Effects of Coded Teacher Feedback on Fl Writing Students

Year 2013, Volume: 28 Issue: 28-1, 189 - 201, 01.06.2013

Ayhan Kahraman

Abstract

Bu çalışma, iyi paragraf yazmanın dil öğrenenlerin bilişsel ve duyuşsal düzeylerine etki edip etmediğini, yani öğrencilerin düzeltici dönüt ve yazma kaygısı inançları ile yazma başarıları arasında ilişki olup olmadığını araştırmayı amaçlamıştır. Öğrencilerin düşüncelerini kıyaslamak için sınıf uygulaması öncesi ve sonrası iki anket uygulanmıştır. Bununla birlikte, sınıf-içi uygulamada kontrol grubundaki hataların sadece altı çizilirken, yani kodlanmamış dönüt verilirken, deney grubunda tüm hataların altı çizilmiş, kodlanmış fakat düzeltilmemiştir. İstatistikî ve betimleyici analizler öğrencilerin özellikle öğretmenler tarafından sağlanan altı çizili, kodlanmış fakat düzeltilmemiş geribildirim türünü tercih ettiklerini göstermektedir. Sonuç olarak, bu çalışma kodlanmış öğretmen geribildiriminin gerekli olduğunu ve ayrıca yabancı dil yazma kaygısını düşürmede etkili olabileceğini kanıtlamış görünmektedir.

Keywords

öğretmen geribildirimi kodlu geribildirim yazma kaygısı

References

  • Aydın, S. (2008). An investigation on the language anxiety and fear of negative evaluation among Turkish EFL learners. Asian EFL Journal, Teaching Articles, 30(1), 421—444.
  • Cardelle, M. & Corno, L. (1981). Effects on second language learning of variations in written feedback on homework assignments. TESOL Quarterly, 15, 251-261.
  • Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12, 267-96.
  • Cohen, A.D. (1975). Error correction and the training of language teachers. The Modern Language Journal, 59, 414-422.
  • Enginarlar, H. (1993). Student response to teacher feedback in EFL writing. System, 21, 193-204.
  • Erel, S. & Bulut, D. (2007). Error treatment in L2 writing: A comparative study of direct and indirect coded feedback in Turkish EFL context. Erciyes University Journal of Social Sciences, 22, 397-415.
  • Ferris, D. (1995). Student reactions to teacher response in multiple-draft composition classrooms. TESOL Quarterly, 29, 33
  • Ferris, D. & Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be?. Journal of Second Language Writing, 10, 161-184.
  • Frantzen, D. (1995). The effects of grammar supplementation on written accuracy in an intermediate Spanish content course. Modern Language Journal, 79, 329-344.
  • Hedgcock, J. and Lefkowitz, N. (1996). Some input: Two analyses of student response to expert feedback in L2 writing. The Modern Language Journal, 80, 287-308.
  • Huntley, H. S. (1992). Feedback strategies in intermediate and advanced second language composition. A discussion of the effects of error correction. Washington, DC. Education Resources Information Center. ERIC Database ED355809.
  • Horwitz, E., Horwitz, M., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 1251
  • Kepner, C.G. (1991). An experiment in the relationship of types of written feedback to the development of second language writing skills. The Modern Language Journal, 75, 305-313.
  • Kurt, G. & Atay, D. (2006). Prospective teachers and L2 writing anxiety. Asian EFL Journal, 8(4), 100-118.
  • Lalande, J.R. (1982). Reducing composition errors: An experiment. The Modern Language Journal, 66, 140-149.
  • Lee, I. (2004). Error correction in L2 secondary writing classrooms. Journal of Second Language Writing, 13, 285-312.
  • Leki, I. (1990). Coaching from the margins: Issues in written response. In Second language writing: Research insights for the classroom, ed. B. Kroll, 57–68. New York: Cambridge University Press.
  • Leki, I. (1991). The preferences of EFL students for error correction in college writing classes. Foreign Language Annals, 24, 203-2
  • Mackey, A. & Gass, S. M. (2005). Second language research. London: Lawrence Erlbaum Associates.
  • Miao,Y., Badger,R. and Zhen Y. (2006). A comparative study of peer and teacher feedback in a Chinese EFL writing class. . Journal of Second Language Writing, 15, 179-200.
  • Özdamar, K. (1999) Paket programlar ile istatistiksel veri analizi : SPSS – minitab. Vol. 1-2, Ankara: Kaan Kitabevi.
  • Rivers, D. (2009). A short review of three articles concerning the teaching of L2 writing across cultural contexts. retrieved 002010 from www.developingteachers.com
  • Semke, H.D. (1984). The effects of the red pen. Foreign Language Annals, 17, 195-202.
  • Truscott, J. (1999). The case for “the case against grammar correction in L2 writing classes”: a response to Ferris. Journal of Second Language Writing, 8, 111-122.
  • Citation Information: Kahraman, A. (2013). Affective and cognitive effects of coded teacher feedback on FL writing students. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [Hacettepe University Journal of Education], 28(1), 189-201.
There are 25 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Ayhan Kahraman This is me

Publication Date June 1, 2013
Published in Issue Year 2013 Volume: 28 Issue: 28-1

Cite

APA Kahraman, A. (2013). Affective and Cognitive Effects of Coded Teacher Feedback on Fl Writing Students. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(28-1), 189-201.