The Effects of Form-focused Feedback on Quality of Writing and Performance on Accuracy
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概要
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There has been much debate concerning the impact of form-focused feedback in helping second language(L2) students improve the accuracy and quality of new pieces of writing. A growing body of research on error correction in L2 writing classes has addressed how students improve in accuracy from one draft to the next. However, there is a lack of adequate studies examining the most critical issue in this debate : does form -focused feedback help students to improve their writing over time? The following study reports on the impact that indirect form-focused feedback has on quality and performance in accuracy.35 lower intermediate Japanese students were divided into two groups ; a group receiving form-focused feed-back and a control group that did not. The treatment group received indirect feedback on three types of grammatical errors (verb errors, word errors, and noun ending errors) to trace the effects on quality and accuracy between two argumentative essays written at the beginning and end of a year-long course.Independent samples t-tests and paired samples t-tests were applied and the data revealed that both groups made significant gains but differeces existed in the how each group improved. The control group actually made greater progress in the overall quality of their essays but the group receiving form -focused feedback significantly improved in performance on accuracy for two of the three trageted error categories. The research suggests that feedback incorporating indirect error correction as compared to no correction does not appear to help L2 learners produce better writing. This finding is consistent with many studies that have compared groups receiving form-focused feedback with a control group. The performance in accuracy in the feed-back group also reveals what many have assumed, that longer treatment periods yield a greater effect on improvement in accuracy. An important implication from the following study is that practitioners need to carefully decide on a method of feedback (i.e. content-only or content and form) that best applies to their students-one that considers students' proficiency level, previous writing experience (in both L1 and L2) and motivation -and incorporate reading and revision strategies to complement it.
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