“Cowrite me if I’m wrong:” Effectiveness of proofreading activity + written corrective feedback in improving the writing mechanics proficiency of grade 5 learners
Abstract
Developing strong writing proficiency empowers young minds to engage with the world around them in meaningful ways. The main goal of this study was to determine the effectiveness of ProAct Feedback (Proofreading Activity + Written Corrective Feedback) on grade 5 learners’ writing mechanics proficiency in Filipino. The study employed the one-group-pretest-posttest experimental research design. The researcher also utilized four-day proofreading progress scores, which were used to assess the writing mechanics proficiency of grade 5 pupils per day in the treatment phase. The participants in this study were the 20 purposively sampled grade 5 pupils in one section at the University of Saint Louis. Results show that the ProAct Feedback intervention substantially improves the pupils’ writing mechanics proficiency. The progression from "moderate" to "excellent" progress over the four-day treatment phase indicates that the ProAct Feedback is effective in enhancing writing mechanics proficiency levels, helping the participants reach and maintain high levels of competency from the third to the fourth day. Additionally, the analysis of the proofreading activity progress scores indicates that the intervention had a larger significant effect at the beginning of the intervention phase, with smaller effects over time. From the study’s findings, it can be inferred that learners instantly improve their writing proficiency through the use of innovative, engaging, self-corrective, and informative techniques such as ProAct Feedback. Hence, this research provides guidance for new policies intended to improve elementary learners’ writing proficiency.
Keywords
Filipino, Proficiency, Proofreading, Writing Mechanics, Written Corrective Feedback
Supporting Institution
University of Saint Louis
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