Comparative analysis of written corrective feedback strategies: a linear growth modeling approach

IF 1.4 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Iral-International Review of Applied Linguistics in Language Teaching Pub Date : 2022-10-19 DOI:10.1515/iral-2021-0174

H. Shin

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引用次数: 1

Abstract

Abstract The purpose of this study was to examine the development of English article accuracy in second language writing following direct or indirect corrective feedback (CF). Participants were 56 middle-school-aged learners of English nested within four classrooms who were studying for the writing portion of the Secondary School Admission Test. In this longitudinal analysis, each student completed four essays, with a weekly gap between each assignment. On the measures of writing accuracy, adolescent students in the direct CF group demonstrated increasing trajectories of accuracy with English article usage compared to the indirect CF group. Additionally, there was a significant difference in improvement by proficiency level: for lower proficiency learners, but not higher proficiency learners, both indirect and direct corrective feedback resulted in improvement in English article accuracy. The findings suggest that CF treatments designed to enhance a learner’s accuracy can be influenced by the learner’s existing proficiency, at least among adolescents.

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书面纠正反馈策略的比较分析:线性增长建模方法

摘要本研究的目的是探讨直接或间接纠正反馈(CF)对第二语言写作中英语文章准确性的影响。参与者是56名初中英语学习者，他们被安置在四个教室里，正在为中学入学考试的写作部分学习。在这个纵向分析中，每个学生完成四篇论文，每次作业之间间隔一周。在写作准确性方面，与间接写作组相比，直接写作组的青少年学生在英语冠词使用方面表现出增加的准确性轨迹。此外，在不同的熟练程度上，纠正反馈的改善也有显著差异:对于低熟练程度的学习者，间接和直接的纠正反馈都导致了英语文章准确性的提高，而对于高熟练程度的学习者则没有。研究结果表明，旨在提高学习者准确性的CF治疗可以受到学习者现有熟练程度的影响，至少在青少年中是这样。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Iral-International Review of Applied Linguistics in Language Teaching Multiple-

CiteScore

3.20

自引率

13.30%

发文量

期刊介绍： International Review of Applied Linguistics in Language Teaching is devoted to problems of general and applied linguistics in their various forms.