University of Illinois Urbana-Champaign

The effects of written corrective feedback on second language writing focused on the English articles system

Choi, Sea Hee

Content Files
Sea Hee_Choi.pdf

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https://hdl.handle.net/2142/46899

Description

Title
The effects of written corrective feedback on second language writing focused on the English articles system
Author(s)
Choi, Sea Hee
Issue Date
2014-01-16T18:25:44Z
Director of Research (if dissertation) or Advisor (if thesis)
Sadler, Randall W.
Department of Study
English as an Intl Language
Discipline
Teaching of English Sec Lang
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
M.A.
Degree Level
Thesis
Date of Ingest
2014-01-16T18:25:44Z
Keyword(s)
  • Written corrective feedback
  • Second language (L2) writing
  • error logs
  • implicit and explicit corrective feedback
Abstract
The present study explored the effectiveness of different types of written corrective feedback and error logs in L2 writing focused on English articles. For this study, during a semester, 25 undergraduate students in two intact ESL writing courses received implicit or explicit feedback while one of the classes were asked to keep error logs after receiving corrective feedback. To examine students’ improvement, analysis of four writing tasks and a grammaticality judgment test were carried out. Statistical analysis of the data showed that corrective feedback was effective on the acquisition of English articles, and keeping error logs after receiving corrective feedback was effective to help students to better retain the received corrective feedback. The results also showed that implicit corrective feedback was more effective than explicit corrective feedback when students were asked to keep error logs after receiving corrective feedback while explicit corrective feedback was more effective when they did not keep error logs. The results suggest that receiving corrective feedback and keeping error logs can have a positive effect on L2 acquisition and the effectiveness of implicit and explicit feedback can be affected by other variables.
Graduation Semester
2013-12
Permalink
http://hdl.handle.net/2142/46899
Copyright and License Information
Copyright 2013 Sea Hee Choi

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