(The) effects of written and oral Indirect feedback on grammatical accuracy in L2 writing
저자
발행사항
서울 : Hankuk University of Foreign Studies, 2016
학위논문사항
학위논문(석사)-- Hankuk University of Foreign Studies : 교수학습지도학과 2016. 2
발행연도
2016
작성언어
영어
주제어
DDC
371.3 판사항(22)
발행국(도시)
서울
기타서명
서면 간접 피드백과 구두 간접 피드백이 제2언어 글쓰기의 문법 정확성에 미치는 영향
형태사항
ix, 172 p. ; 26 cm.
일반주기명
한국외대 논문은 저작권에 의해 보호받습니다.
지도교수: 김현정
참고문헌 : p. 154-169
소장기관
The Effects of Written and Oral Indirect Feedback
on Grammatical Accuracy in L2 Writing
Over the past decades, written corrective feedback has been regarded as essential in order to lead to improvement in students’ linguistic competence in second language (L2) writing. Hence, written corrective feedback has been commonly practiced in L2 school contexts by writing teachers. Yet, the conventional practices of providing written corrective feedback make the teachers exhausted through the laborious tasks of marking student writing (Conners & Lunsford, 1993; Ferris, 2002; Mantello, 1997; Truscott, 1996). Thus, oral feedback needs to be studied to examine whether it reduces teachers’ hard work and helps students improve linguistic control in L2 writing at the same time. Oral corrective feedback through one-on-one conferences with students can save time and effort required for teachers’ provision of written corrective feedback (Ferris & Hedgcock, 1998). However, the effects of oral feedback have been the topic of much discussion in L2 development, more specifically in L2 speaking (Lyster, 1998; Lyster & Ranta, 1997). Only a few studies have examined the effectiveness of oral corrective feedback on L2 students’ writing. Furthermore, little attention has been given to investigations of the relative effectiveness of written and oral corrective feedback in the improvement of grammatical accuracy in L2 writing. Therefore, this present research aimed to investigate the effects of written and oral indirect feedback on grammatical accuracy in L2 writing.
The current research was conducted and completed in a total of six weeks with six intermediate second graders from a Korean public high school. They were randomly assigned to two different groups: written indirect feedback group and oral indirect feedback group. On the first week, all the participants from both groups were asked to write an initial draft by describing six given pictures and inferring a possible story happening after the last picture. They received either written indirect feedback by underling errors or oral indirect feedback by eliciting the correct forms of errors (elicitation). Then, they took an immediate post-test by revising their initial drafts based on the teacher feedback. During revision the participants were asked to record their verbal reports in order to investigate their perception and utilization of the feedback, followed by individual interviews with the teacher after completing the revision. The procedure was repeated until the fourth week. Two weeks later, a delayed post-test with the identical format of the initial drafts and immediate post-tests was carried out to examine whether the effects of written and oral indirect feedback on grammatical accuracy were sustained.
The results indicated that both groups improved grammatical accuracy in three targeted error categories (the use of a main verb, subject-verb agreement, and verb tenses). In particular, the oral indirect feedback group showed better performance in reducing errors of missing a main verb and subject-verb agreement, and it also showed better retention of the improved grammatical accuracy. In addition, all the participants in both groups expressed strong contentment with indirect ways of providing feedback. They perceived that indirect feedback had improved their written accuracy by encouraging them to think more about their errors and eventually remember the correct forms of the errors. Both group highly valued the type of feedback they had received. The written indirect feedback group insisted that written feedback was beneficial for frequent references. The oral indirect feedback group maintained that oral feedback made them attentive to the teacher’s verbal instruction. However, only the oral indirect feedback group misinterpreted verbal feedback, wrongly marked the locations of errors and made unexpected errors, which was the only difference between the two groups.
The findings of the current study confirmed that oral indirect feedback was more effective in improving L2 students’ grammatical accuracy and sustaining their level of grammatical accuracy than written indirect feedback. Thus, oral feedback may become accepted as a more reliable way to improve grammatical accuracy in L2 students’ writing. This may ultimately provide writing teachers with more diverse options to give corrective feedback on writing to L2 students.
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