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A Study on the Effectiveness of Teacher Written Corrective Feedback in Non-English Major Students’ Writing in China

Author: DuanYaZuo
Tutor: LuoYuQing
School: Beijing University of Posts and Telecommunications
Course: Foreign Linguistics and Applied Linguistics
Keywords: English Writing Corrective feedback Error The effectiveness of feedback
CLC: H319
Type: Master's thesis
Year: 2011
Downloads: 89
Quote: 0
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Abstract


From the 1860s to the 1970s, the process of writing method was introduced after feedback has been an important factor in the teaching and research of all kinds of writing. For the Chinese students who are learning English as a Foreign Language, feedback from teachers is essential. Relevant written corrective feedback research at home and abroad, there were many, and each take different feedback type. Feedback effectiveness study, but has been on the feedback form and feedback effects has been, there are many differences. Truscott (1996) has pointed out that in the study of corrective feedback is not only not improve students' writing also affects their writing skills. Ferris and Roberts (2001), a study has proved the students to get feedback on the accuracy to be significantly better than no feedback students. Rod Ellis (2009) proposed corrective feedback taxonomy based, select direct feedback and indirect feedback and source language feedback for the study sample to 59 accounting students in the first year of the Beijing Language and Culture University, writing teachers corrective The effectiveness of the feedback. The author uses a total of three tools: questionnaires, essay writing and interviews. Study answers three questions: 1) the student teachers corrective feedback attitudes, and preferences; 2) feedback by students accepted way; 3) whether some kind of feedback, can effectively reduce the students' English writing appear in a certain type of error. The results of the questionnaire show that the majority of students a positive attitude toward teacher feedback, marking essay and modify them as seriously. Way of feedback for teachers, students tend to draw error by teachers but do not correct, and they hope that the teachers will be able to provide some language tips to help them correct their mistakes. The authors of the three experimental groups using three different feedback methods, and writing the first draft of the task and the final version of the T-test found three feedback methods are able to effectively have to improve students' writing performance. And three kinds of feedback manner are able to significantly with the reducing student essay which appeared the form error (formal errors) and significance of the reserved error (meaning-preserving errors), and the only access to meta-language feedback of the experimental group on the microscopic structure of the error made a significant progress . Students learned in the interview feedback different attitude, even in the same group of students also there are different points of view. For the analysis of the results, this study suggests that no matter what form of feedback for students writing help, but a single and a feedback form can not achieve the most effective teaching, teachers should take a variety of forms of feedback as the way to give students feedback in writing, combined with the characteristics of each student to give appropriate feedback for the weaknesses of the individual and the error characteristics. Students should be at the same time in the teachers' written feedback on how to effectively use given appropriate training so that they can read feedback from teachers, effective use of teacher feedback, which in English writing progress.

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CLC: > Language, writing > FOREIGN > English > Language teaching
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