Corrective Feeback

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1.Introduction

The study on corrective feedback has become an important aspect in the language writing development of the students. Through this corrective feedback it helps them to identify the errors in written output of the student. The scope of this research is the teacher which are the one giving a correction on writing output of the students. There are types corrective feedback and this are direct feedback and indirect feedback. In this research it shows how the language teacher in College of Arts and Sciences give feedback in writing output of their students. The focus of this paper is on how CF will help the students and support learner in developing written works using this corrective feedback. (Ellis, 2009). Stated that direct feedback provides learners with explicit feedback and this is more desirable if learners do not know that the correct form. (Bitchener, Young, & Cameron, 2005) said that in direct feedback the correct linguistic form or structure is provided above or near the linguistic error, it may include the crossing out of a word/phrase, the insertion of a missing word/phrase or the correct form or structure is provided. (Ferris & Roberts, 2001) Stated that indirect corrective feedback indicates that an error has been made in the form of underlining the error, using a code to show where the error occurred and what type of error it is, however, rather than the teacher providing an explicit correction, students are left to resolve and correct the problem that has been drawn to their attention. The use of CF is in line with interactional hypothesis of Long’s (1983) state that interaction facilitates SLA because conversational and linguistic modifications that occur in discourse provide learners with necessary comprehensible linguistic input. This comprehensible input can take the form of corrective feedback. In writing teachers provide CF through their comments wither in written or spoken form. Moreover Swain’s (1985) output hypothesis support conduct of corrective feedback in writing instruction. This output hypothesis claims that the act o producing language (speaking or writing) constitutes, under certain circumstances part of the process of second language learning. One of the problems of the students was in writing, teacher assess their works through correcting there papers with the use of CF. This form of assessment will give the student idea on what is the right way in writing. There are several studies conducted of CF Bitchener, Young, Camero (2005) studied the type of corrective feedback used by teachers in determining the linguistic error of 53 learners who had only just entered a post-intermediate ESOL programme. They were predominantly mainland Chinese adult migrants, other participant include those from Sri Lanka, Romania, Iran, Turkey, Serbia, Russia, Korea, Indonesia, Taiwan, Japan, and India. Ages ranged from early twenties to late fifties, but the majority were in their late twenties and early thirties. The design that the researcher used in the research is descriptive this was done through interview and survey. These research shows learners learn best in giving feedback in their written works because they will now and they are guided on which way they need to improve. ANOVA test revealed that there was not a differential effect for any of the feedback options at the 0.05 level (F (2, 38) = 2.7, p = .081). Liu (2008) Studied how ESL students respond and if do students make fewer errors. The study was conducted in a South-Western University in the United States. Twelve students participated the study. They were all first-year students enrolled in ENGL108, a three-unit composition class for first-year ESL students. The participants were divided into two groups six in each group. The teacher used direct feedback in the first group and indirect feedback in second group. The result showed that second draft of student in the first group was better than the second group. In the end the...
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