WRITTEN CORRECTIVE FEEDBACK IN THE EFL WRITING CLASS: WHAT SHOULD BE CONSIDERED?
Keywords:
EFL Writing, Written Corrective Feedback (ritten CF), Error CorrectionAbstract
EFL teachers and researchers in ELT agree on the importance of providing written corrective feedback as one effective way to improve language learners’ writing. This article reviews different types of written corrective feedback and explores the effectiveness of each type of feedback on learners in writing classes, as suggested in a number of ELT studies. Some important aspects need to be taken into teachers’ consideration for the implementation of the feedback. This article provides EFL teachers with some suggestions on how to adopt written corrective feedback in their writing classes.
References
Al-Olimat S. I. & AbuSeileek A. F. (2015). Using computer-mediated corrective feedback modes in developing students’ writing performance. Teaching English with Technology, 15(3), 3-30
Baleghizadeh, S. & Dadashi, M. (2011). The effect of direct and indirect corrective feedback on students’ spelling errors. PROFILE, 13(1), 129-137.
Baleghizadeh, S. & Gordani, Y. (2012). Academic writing and grammatical accuracy: The role of corrective feedback. Gist Education and Learning Research Journal, 6.
Beuningen, C. V. (2010). Corrective feedback in L2 writing: Theoretical perspectives, empirical insights, and future directions. International Journal of English Studies, 10(2), 1-27.
Bitchener, J. & Ferris, D. R. (2012). Written Corrective Feedback in Second Language Acquisition and Writing. New York, NY: Taylor and Francis.
Ellis, R. (2009). A typology of written corrective feedback types. ELT Journal Volume, 63(2), 97-107.
Farrokhi, F. & Sattarpour, S. (2012). The effects of direct written corrective feedback on improvement of grammatical accuracy of high-proficient L2 learners. World Journal of Education, 2(2), 49.
Fazilatfar, A., Fallah, N., Hamavandi, M. & Rostamian, M. (2014). The effect of unfocused written corrective feedback on syntactic and lexical complexity of L2 writing. Procedia - Social and Behavioral Sciences, 98, 482-488.
Guénette, D. (2012). The pedagogy of error correction: Surviving the corrective feedback challenge. TESL Canada Journal, 30, 117-126.
Ibarrola, A. L. (2013). Reformulation and Self-correction: Insights into correction strategies for EFL writing in a school context. Vigo International Journal of Applied Linguistics, 10, 29-49.
Jalaluddin, M. (2015). Role of direct and indirect corrective feedback in improvement of Hindi students’ writing skills. American International Journal of Research in Humanities, Arts and Social Sciences, 11(3) 159-162.
Kaweera, C. & Usaha, S. (2008). The impact of different types of teacher written feedback on EFL university students’ writing. KKU Res J (GS), 8(2), 83– 94.
Kozlova, I. (2010). Ellis’s corrective feedback in a problem-solving context. ELT Journal, 64(1), 95-97.
Lee, I. (2003). L2 writing teachers’ perspectives, practices and problems regarding error feedback. Assessing Writing, 8, 216–237.
Maleki, A. & Eslami, E. (2013). The effects of written corrective feedback techniques on EFL students’ control over grammatical construction of their written English. Theory and Practice in Language Studies, 3(7), 1250-1257.
Miao, Y., Richard, B. & Yu, Z. (2006). A comparative study of peer and teacher feedback in a Chinese EFL writing class. Journal of Second Language Writing, 15, 179-200.
Muncie, J. (2000). Using written teacher feedback in EFL composition classes. ELT Journal, 54(1), 47-53.
Puengpipattrakul, W. (2013). Assessment of Thai EFL undergraduates’ writing competence through integrated feedback. Journal of Institutional Research South East Asia, May/June, 11(1), 6-27.
Salteh M. A. & Sadeghi K, (2012). Teachers’ corrective feedback in L2 writing revisited: Concerns against and suggestions for its employment. World Applied Sciences Journal, 17(3), 375-383.
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.
Sheen, Y., Wright, D. & Moldawa, A. (2009). Differential effects of focused and unfocused written correction on the accurate use of grammatical forms by adult ESL learners. System, 37(4), 556–569.
Soleimani, H. & Jamzivar, A. S. (2014). The impact of written peer corrective feedback on pre-intermediate Iranian EFL learners’ writing performance. IJLLALW, 5(4), 1-10.
Truscott, J. (2007). The effect of error correction on learners’ ability to write accurately. Journal of Second Language Writing, 16, 255-272.
Xu, J. (2009). Differential effects of two types of written corrective feedback (direct focused and direct unfocused) on the accurate use of grammatical forms by teenage EGL learners, Proceedings of The 16th conference of Pan-Pacific Association of Applied Linguistics (54-59).
Yoke et al., (2013). The use of online corrective feedback in academic writing by L1 Malay learners. English Language Teaching, 6(12), 175-180.
Baleghizadeh, S. & Dadashi, M. (2011). The effect of direct and indirect corrective feedback on students’ spelling errors. PROFILE, 13(1), 129-137.
Baleghizadeh, S. & Gordani, Y. (2012). Academic writing and grammatical accuracy: The role of corrective feedback. Gist Education and Learning Research Journal, 6.
Beuningen, C. V. (2010). Corrective feedback in L2 writing: Theoretical perspectives, empirical insights, and future directions. International Journal of English Studies, 10(2), 1-27.
Bitchener, J. & Ferris, D. R. (2012). Written Corrective Feedback in Second Language Acquisition and Writing. New York, NY: Taylor and Francis.
Ellis, R. (2009). A typology of written corrective feedback types. ELT Journal Volume, 63(2), 97-107.
Farrokhi, F. & Sattarpour, S. (2012). The effects of direct written corrective feedback on improvement of grammatical accuracy of high-proficient L2 learners. World Journal of Education, 2(2), 49.
Fazilatfar, A., Fallah, N., Hamavandi, M. & Rostamian, M. (2014). The effect of unfocused written corrective feedback on syntactic and lexical complexity of L2 writing. Procedia - Social and Behavioral Sciences, 98, 482-488.
Guénette, D. (2012). The pedagogy of error correction: Surviving the corrective feedback challenge. TESL Canada Journal, 30, 117-126.
Ibarrola, A. L. (2013). Reformulation and Self-correction: Insights into correction strategies for EFL writing in a school context. Vigo International Journal of Applied Linguistics, 10, 29-49.
Jalaluddin, M. (2015). Role of direct and indirect corrective feedback in improvement of Hindi students’ writing skills. American International Journal of Research in Humanities, Arts and Social Sciences, 11(3) 159-162.
Kaweera, C. & Usaha, S. (2008). The impact of different types of teacher written feedback on EFL university students’ writing. KKU Res J (GS), 8(2), 83– 94.
Kozlova, I. (2010). Ellis’s corrective feedback in a problem-solving context. ELT Journal, 64(1), 95-97.
Lee, I. (2003). L2 writing teachers’ perspectives, practices and problems regarding error feedback. Assessing Writing, 8, 216–237.
Maleki, A. & Eslami, E. (2013). The effects of written corrective feedback techniques on EFL students’ control over grammatical construction of their written English. Theory and Practice in Language Studies, 3(7), 1250-1257.
Miao, Y., Richard, B. & Yu, Z. (2006). A comparative study of peer and teacher feedback in a Chinese EFL writing class. Journal of Second Language Writing, 15, 179-200.
Muncie, J. (2000). Using written teacher feedback in EFL composition classes. ELT Journal, 54(1), 47-53.
Puengpipattrakul, W. (2013). Assessment of Thai EFL undergraduates’ writing competence through integrated feedback. Journal of Institutional Research South East Asia, May/June, 11(1), 6-27.
Salteh M. A. & Sadeghi K, (2012). Teachers’ corrective feedback in L2 writing revisited: Concerns against and suggestions for its employment. World Applied Sciences Journal, 17(3), 375-383.
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.
Sheen, Y., Wright, D. & Moldawa, A. (2009). Differential effects of focused and unfocused written correction on the accurate use of grammatical forms by adult ESL learners. System, 37(4), 556–569.
Soleimani, H. & Jamzivar, A. S. (2014). The impact of written peer corrective feedback on pre-intermediate Iranian EFL learners’ writing performance. IJLLALW, 5(4), 1-10.
Truscott, J. (2007). The effect of error correction on learners’ ability to write accurately. Journal of Second Language Writing, 16, 255-272.
Xu, J. (2009). Differential effects of two types of written corrective feedback (direct focused and direct unfocused) on the accurate use of grammatical forms by teenage EGL learners, Proceedings of The 16th conference of Pan-Pacific Association of Applied Linguistics (54-59).
Yoke et al., (2013). The use of online corrective feedback in academic writing by L1 Malay learners. English Language Teaching, 6(12), 175-180.
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Published
2020-07-13
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Wechsumangkalo, S. (2020). WRITTEN CORRECTIVE FEEDBACK IN THE EFL WRITING CLASS: WHAT SHOULD BE CONSIDERED?. SUTHIPARITHAT JOURNAL, 30(96), 199–209. retrieved from https://so05.tci-thaijo.org/index.php/DPUSuthiparithatJournal/article/view/244721
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