The Effect of Scaffolded Corrective Feedback on EFL Learners’ Accurate Use of Articles and Past Tenses in Writing

Yıl 2015, Cilt: 36 Sayı: 3, 1982 - 1990, 13.05.2015

Ali Amirghassemi

Öz

Abstract. There is still debate on what kind of corrective feedback is more effective in improving L2 student writers’ written accuracy. Inspired by the Vygotskian Sociocultural theory, which regards scaffolding as the optimal way of promoting learning, the present study set out to investigate whether ‘scaffolded feedback’ could work better than the orthodox reformulation of students’ errors in enhancing their writing ability. To this end, a quasi- experimental study was conducted to compare the performance of two groups of Iranian EFL students (Scaffolded CF group and Reformulation group) on English articles and past tenses in narrative writing tasks across a pretest, first posttest and second posttest. For the Scaffolded CF group, the teacher provided corrective feedback in a graduated and stepwise fashion from implicit to explicit, trying to push them towards identifying and correcting their errors. The students in the Reformulation group simply received the correct form of their errors. The results revealed that the efficacy of CF is much reliant on the type of error to be corrected. Whereas no significant difference was found between the two groups in using articles, the Scaffolded CF group significantly outperformed the Reformulation group in using past tenses. Implicit in this finding is that, for certain categories, providing extensive feedback may hardly take any effect and simpler feedback types will suffice.

Anahtar Kelimeler

Scaffolded feedback, Reformulation, Written accuracy, Pushed output

Kaynakça

• Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. Modern Language Journal, 78, 465-483.
• Anton, M., & DiCamilla, F. (1999). Sociocognitive functions of L1 collaborative interaction in the L2 classroom. The Modern Language Journal, 83, 233-247.
• Dabaghi Varnosfadrani, A., & Basurkmen, H. (2009). The effectiveness of implicit and explicit error correction on learners’ performance. System, 37, 82-98.
• De Guerrero, M.C.M., & Villamil, O. S. (2000). Activating the ZPD: Mutual scaffolding in L2 peer revision. The Modern Language Journal, 84, 51-68.
• Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
• Ellis, R., & Barkhuizen, G. (2005). Analyzing learner language. Oxford: Oxford University Press.
• Ellis, R., Sheen, Y., Murakami, M., & Takashima, H. (2008). The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System, 36, 353-371.
• Erel, S., & Bulut, D. (2007). Error treatment in L2 writing: A comparative study of direct and indirect coded feedback in Turkish EFL context. Sosyal Bilimler Enstitusu Dergisi, 22, 397-415.
• Ferris, D. (1999). The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing, 8(1), 1-11.
• Ferris, D. (2004). The grammar correction debate in L2 writing: where are we, and where do we go from here? (and what do we do in the meantime …?). Journal of Second Language Writing, 13, 49-62.
• Lantolf, J. P. (2000). Introducing sociocultural theory. In J.P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 1-26). Oxford: Oxford University Press.
• Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake. Studies in Second language Acquisition, 19, 37-66.
• Mitchell, R. & Myles, F. (2004). Second language learning theories. London: Arnold.
• Nassaji, H. (2007). Reactive focus on form through negotiations on learners’ written errors. In S. Fotos & H. Nassaji (Eds.), Form-focused instruction and teacher education (pp. 117- 129). Oxford University Press.
• Nassaji, H., & Swain, M. (2000). Vygotskian perspective on corrective feedback in L2: The effect of random versus negotiated help on the learning of English articles. Language Awareness, 9(1), 34-51.
• Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158.
• Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on ESL learners’ acquisition of articles. TESOL Quarterly, 41(2), 255-283.
• Swain, M. (1985). Communicative competence: Some roles of comprehensible input and
• comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235-253). Rowley, MA: Newbury House.
• Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97-114). Oxford: Oxford University Press.
• Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of
• research in second language teaching and learning (pp. 471-483). New Jersey: Lawrence Erlbaum Associates.
• Truscott, J. (1996). The Case against Grammar Correction in L2 Writing Classes. Language Learning, 46(2), 327-369.
• Truscott, J. (2007). The Effect of error correction on learners’ ability to write accurately. Journal of Second Language Writing, 16, 255-272.
• Van den Branden, K. (1997). Effects of negotiation on language learners’ output. Language Learning, 47(4), 589-636.
• Weigle, S. C. (2002). Assessing Writing. Cambridge University Press.
• Williams, J. (1999). Learner-generated attention to form. Language Learning, 49(4), 583- 625.
• Zamel, V. (1985). Responding to student writing. TESOL Quarterly, 19, 79-101.
• Zhang, Y., Zhang, L., & Ma, L. (2010). A brief analysis of corrective feedback in oral interaction. doi:10.4304/jltr.1.3.306-308 of Language Teaching and Research, 1(3), 306-308.