The Impact of Coded Indirect Corrective Feedback with Error Treatmenton Frequent English Writing Errors

Abstract

The objectives of this study are to review the frequent English writing errors of the students registering for the course: Reading and Writing English for Academic Purposes II. This study researched the impact of coded indirect corrective feedback with error treatment on the students’ writing ability and the amount of writing errors. This study is a Quasi Experimental Research with a single group, in which the data is collected five times preceding and following four experimental studies. Samples included fifty-two 2nd year English Major Students registering for the course, Reading and Writing English for Academic Purposes II, in their first semester of 2013.The Faculty of Education assisted with the student’s registration process at Suan Sunandha Rajabhat University. Research tools included a lesson plan and five writing tests of short texts.
These research results ascertain frequent English writing errors; including seven types of grammatical errors. This was concluded from summative evaluation of the students writing ability before and after the experiment. The research findings reveal that the increase of the students’ achievement in writing short texts; had significant differences of pre-test and post-test mean scores. The cessation reduction of the overall writing errors was 0.00.