The effects of different types of written corrective feedback on students’ texting mistakes
DOI:
https://doi.org/10.12928/eltej.v3i3.3136Keywords:
English lesson, writing activities, feedback, written corrective feedback, texting mistakes.Abstract
The main purpose of this research was to investigate the effects of different types of written corrective feedback on students' texting mistakes in English lessons. In the study, a mixed model including quantitative and qualitative methods was engaged. Two-factor ANOVA was used for mixed measurements to test the significance of the difference between the error numbers of the three types of feedback except direct feedback. The qualitative data of the study were collected by examining the texts and the interviews about the effect of the four feedbacks were made with the students. Content analysis and descriptive analysis were performed. At the end of the study, in the quantitative findings obtained, the most effective type of feedback is the underlined feedback. As for the qualitative findings obtained from the students' opinions, the feedback type in which the error is coded and the information is given is the most effective type.References
REFERENCES
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Aseeri, F. M. (2019). Written corrective feedback as practiced by instructors of writing in English at Najran University. Journal of Education and Learning, 8(3), 12-12.
Atmaca, Ç. (2016). Contrasting perceptions of students and teachers: Written corrective feedback. Journal of Language and Linguistic Studies, 12(2), 166-182.
Bitchener, J., & Knoch, U. (2009). The relative effectiveness of different types of direct written corrective feedback. System, 37(2), 322–329.
Bitchener, J., & Knoch, U. (2010). Raising the linguistic accuracy level of advanced L2 writers with written corrective feedback. Journal of Second Language Writing, 19(4), 207–217.
Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of corrective feedback on English as a second language (ESL) student writing. Journal of Second Language Writing, 14(3), 191–205.
Boughey, C. (1997). Learning to write by writing to learn: A group- work approach. ELT Journal, 51(2), 126-134.
Brown, D. H. (2000). Principles of language learning & teaching. (4th ed.). New York: Longman. (pp. 49-58).
Carless, D., Salter, D., Yang, M., & Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36(4), 395-407.
Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12(3), 267–296.
Creswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed methods research design. In A. Tashakkori and C. Teddlie (Eds.), Handbook of mixed methods in the behavioral and social research (pp. 209-240). California: SAGE Publications Inc.
Dysthe, O. (2007). How a reform affects writing in higher education. Studies in Higher Education, 32(2), 237–252.
Ellery, K. (2008). Assessment for learning: A case study using feedback effectively in an essay-style test. Assessment and Evaluation in Higher Education, 33(4), 421–429.
Ellis, R., Sheen, Y., Murakami, M., & Takashima, H. (2008). The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System, 36(3), 353–371.
Ellis, R. (2009). A typology of written corrective feedback types. English Language Teaching Journal, 63(2), 97-107.
Ergünay, O. (2018). The effects of written corrective feedback on Turkish EFL learners’ use of state verbs: An experimental study. Master Thesis. Eskişehir: Anadolu University, Institution of Educational Sciences.
Ferris, D. R. (2003). Response to student writing: Implications for second language students. Mahwah US: Lawrence Erlbaum Associates.
Ferris, D. R. (2004). The “grammar correction†debate in L2 writing: Where are we, and where do we go from here? (and what do we do in the meantime…?). Journal of Second Language Writing, 13(1), 49-62.
Ferris, D. R. (2010). Second language writing research and written corrective feedback in SLA. Studies in Second Language Acquisition 32(2), 181-201.
Ferris, D. R. (2011). Treatment of error in second language student writing (2nd ed.). Ann Arbor: The University of Michigan Press.
Ferris, D., & Roberts, B. (2001). Error feedback in L2 writing classes. Journal of Second Language Writing, 10(3), 161–184. https://doi.org/10.1016/s1060-3743(01)00039-x.
Hartshorn, K. J., Evans, N. W., Merrill, P. F., Sudweeks, R. R., Strong-Krause, D., & Anderson, N. J. (2010). Effects of dynamic corrective feedback on English as a second language (ESL) writing accuracy. TESOL Quarterly, 44(1), 84–109.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Higgins, R., Hartley, P., & Skelton, A. (2002). The conscientious consumer: Reconsidering the role of assessment feedback in student learning, Studies in Higher Education, 27(1), 53-64.
Joyce, B. R., Weil, M., & Calhoun, E. (2000). Models of teaching (6th edition). Sixth edition. Needham Heights, MA: Allyn and Bacon.
Kang, E., & Han, Z. (2015). The efficacy of written corrective feedback in improving l2 written accuracy: a meta-analysis. Modern Language Journal, 99(1), 1-18.
Karatay, H. (2011). Süreç temelli yazma modelleri: Planlı yazma ve değerlendirme. M. Özbay (Ed.), Yazma eğitimi (s. 21-43). Ankara: Pegem Akademi Yayınları.
Kim, H. R., & Bowles, M. (2019). How deeply do second language learners process written corrective feedback? Insights gained from think-alouds. TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 53(4), 913-938.
Köksal, D., Özdemir, E., Tercan, G., Gün, S., & Bilgin, E. (2018). The relationship between teachers' written feedback preferences, self-efficacy beliefs and burnout levels. Journal of Language and Linguistic Studies, 14(4), 316-327.
Lee, I. (2004). Error correction in L2 secondary writing classroom: The case of Hong Kong. Journal of Second Language Writing, 13(4), 285-312.
Lee, I. (2019). Teacher written corrective feedback: Less is more. Language Teaching, 52(4), 524-536.
Loewen, S., & Plonsky, L. (2016). An A-Z of applied linguistics research methods. New York: Palgrave Macmillan.
Millî Eğitim Bakanlığı (MEB). (2013). İlköğretim kurumları (ilkokullar ve ortaokullar) İngilizce dersi (2, 3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı. MEB Yayınları.
Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd Ed.). Thousand Oaks, CA: Sage.
Nakata, T. (2015). Effects of feedback timing on second language vocabulary learning: Does delaying feedback increase learning? Language Teaching Research, 19(4), 416–434.
Nelson, M. M., & Schunn, C. D. (2009). The nature of feedback: How different types of peer feedback affect writing performance. Instructional Science, 37(4), 375–401.
Nicol, D.C., & Macfarlaneâ€Dick, D. (2006). Formative assessment and selfâ€regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd Ed.). London: Sage Publications Inc.
Radecki, P. M., & Swales, J. M. (1988). English as a second language (ESL) student reaction to written comments on their written work. System, 16(3), 355-365.
Rahimi, M. (2009). The role of teacher’s corrective feedback in improving Iranian EFL learners’ writing accuracy over time: Is learners’ mother tongue relevant? Reading and Writing, 22(2), 219-243.
Şakrak-Ekin, G., & Balçıkanlı, C. (2019). Written corrective feedback: efl teachers' beliefs and practices. Reading Matrix: An International Online Journal, 19(1), 114-128.
Sendziuk, P. (2010). Sink or swim? Improving student learning through feedback and self-assessment. International Journal of Teaching and Learning in Higher Education, 22, 320–330.
Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on English as a second language (ESL) learners’ acquisition of articles. TESOL Quarterly, 41(2), 255–283.
Sheen, Y., Wright, D., & Moldawa, A. (2009). Differential effects of focused and unfocused written correction on the accurate use of grammatical forms by adult English as a second language (ESL) learner. System, 37(4), 556–569.
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.
Van Beuningen, C. G., De Jong, N. H., & Kuiken, F. (2011). Evidence on the Effectiveness of Comprehensive Error Correction in Second Language Writing. Language Learning, 62(1), 1–41.
Al-Hazzani, N., & Altalhab, S. (2018). Can explicit written corrective feedback develop grammatical and lexical accuracy of Saudi EFL learners? International Journal of Education and Literacy Studies, 6(4), 16-24.
Aseeri, F. M. (2019). Written corrective feedback as practiced by instructors of writing in English at Najran University. Journal of Education and Learning, 8(3), 12-12.
Atmaca, Ç. (2016). Contrasting perceptions of students and teachers: Written corrective feedback. Journal of Language and Linguistic Studies, 12(2), 166-182.
Bitchener, J., & Knoch, U. (2009). The relative effectiveness of different types of direct written corrective feedback. System, 37(2), 322–329.
Bitchener, J., & Knoch, U. (2010). Raising the linguistic accuracy level of advanced L2 writers with written corrective feedback. Journal of Second Language Writing, 19(4), 207–217.
Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of corrective feedback on English as a second language (ESL) student writing. Journal of Second Language Writing, 14(3), 191–205.
Boughey, C. (1997). Learning to write by writing to learn: A group- work approach. ELT Journal, 51(2), 126-134.
Brown, D. H. (2000). Principles of language learning & teaching. (4th ed.). New York: Longman. (pp. 49-58).
Carless, D., Salter, D., Yang, M., & Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36(4), 395-407.
Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12(3), 267–296.
Creswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed methods research design. In A. Tashakkori and C. Teddlie (Eds.), Handbook of mixed methods in the behavioral and social research (pp. 209-240). California: SAGE Publications Inc.
Dysthe, O. (2007). How a reform affects writing in higher education. Studies in Higher Education, 32(2), 237–252.
Ellery, K. (2008). Assessment for learning: A case study using feedback effectively in an essay-style test. Assessment and Evaluation in Higher Education, 33(4), 421–429.
Ellis, R., Sheen, Y., Murakami, M., & Takashima, H. (2008). The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System, 36(3), 353–371.
Ellis, R. (2009). A typology of written corrective feedback types. English Language Teaching Journal, 63(2), 97-107.
Ergünay, O. (2018). The effects of written corrective feedback on Turkish EFL learners’ use of state verbs: An experimental study. Master Thesis. Eskişehir: Anadolu University, Institution of Educational Sciences.
Ferris, D. R. (2003). Response to student writing: Implications for second language students. Mahwah US: Lawrence Erlbaum Associates.
Ferris, D. R. (2004). The “grammar correction†debate in L2 writing: Where are we, and where do we go from here? (and what do we do in the meantime…?). Journal of Second Language Writing, 13(1), 49-62.
Ferris, D. R. (2010). Second language writing research and written corrective feedback in SLA. Studies in Second Language Acquisition 32(2), 181-201.
Ferris, D. R. (2011). Treatment of error in second language student writing (2nd ed.). Ann Arbor: The University of Michigan Press.
Ferris, D., & Roberts, B. (2001). Error feedback in L2 writing classes. Journal of Second Language Writing, 10(3), 161–184. https://doi.org/10.1016/s1060-3743(01)00039-x.
Hartshorn, K. J., Evans, N. W., Merrill, P. F., Sudweeks, R. R., Strong-Krause, D., & Anderson, N. J. (2010). Effects of dynamic corrective feedback on English as a second language (ESL) writing accuracy. TESOL Quarterly, 44(1), 84–109.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Higgins, R., Hartley, P., & Skelton, A. (2002). The conscientious consumer: Reconsidering the role of assessment feedback in student learning, Studies in Higher Education, 27(1), 53-64.
Joyce, B. R., Weil, M., & Calhoun, E. (2000). Models of teaching (6th edition). Sixth edition. Needham Heights, MA: Allyn and Bacon.
Kang, E., & Han, Z. (2015). The efficacy of written corrective feedback in improving l2 written accuracy: a meta-analysis. Modern Language Journal, 99(1), 1-18.
Karatay, H. (2011). Süreç temelli yazma modelleri: Planlı yazma ve değerlendirme. M. Özbay (Ed.), Yazma eğitimi (s. 21-43). Ankara: Pegem Akademi Yayınları.
Kim, H. R., & Bowles, M. (2019). How deeply do second language learners process written corrective feedback? Insights gained from think-alouds. TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 53(4), 913-938.
Köksal, D., Özdemir, E., Tercan, G., Gün, S., & Bilgin, E. (2018). The relationship between teachers' written feedback preferences, self-efficacy beliefs and burnout levels. Journal of Language and Linguistic Studies, 14(4), 316-327.
Lee, I. (2004). Error correction in L2 secondary writing classroom: The case of Hong Kong. Journal of Second Language Writing, 13(4), 285-312.
Lee, I. (2019). Teacher written corrective feedback: Less is more. Language Teaching, 52(4), 524-536.
Loewen, S., & Plonsky, L. (2016). An A-Z of applied linguistics research methods. New York: Palgrave Macmillan.
Millî Eğitim Bakanlığı (MEB). (2013). İlköğretim kurumları (ilkokullar ve ortaokullar) İngilizce dersi (2, 3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı. MEB Yayınları.
Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd Ed.). Thousand Oaks, CA: Sage.
Nakata, T. (2015). Effects of feedback timing on second language vocabulary learning: Does delaying feedback increase learning? Language Teaching Research, 19(4), 416–434.
Nelson, M. M., & Schunn, C. D. (2009). The nature of feedback: How different types of peer feedback affect writing performance. Instructional Science, 37(4), 375–401.
Nicol, D.C., & Macfarlaneâ€Dick, D. (2006). Formative assessment and selfâ€regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd Ed.). London: Sage Publications Inc.
Radecki, P. M., & Swales, J. M. (1988). English as a second language (ESL) student reaction to written comments on their written work. System, 16(3), 355-365.
Rahimi, M. (2009). The role of teacher’s corrective feedback in improving Iranian EFL learners’ writing accuracy over time: Is learners’ mother tongue relevant? Reading and Writing, 22(2), 219-243.
Şakrak-Ekin, G., & Balçıkanlı, C. (2019). Written corrective feedback: efl teachers' beliefs and practices. Reading Matrix: An International Online Journal, 19(1), 114-128.
Sendziuk, P. (2010). Sink or swim? Improving student learning through feedback and self-assessment. International Journal of Teaching and Learning in Higher Education, 22, 320–330.
Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on English as a second language (ESL) learners’ acquisition of articles. TESOL Quarterly, 41(2), 255–283.
Sheen, Y., Wright, D., & Moldawa, A. (2009). Differential effects of focused and unfocused written correction on the accurate use of grammatical forms by adult English as a second language (ESL) learner. System, 37(4), 556–569.
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.
Van Beuningen, C. G., De Jong, N. H., & Kuiken, F. (2011). Evidence on the Effectiveness of Comprehensive Error Correction in Second Language Writing. Language Learning, 62(1), 1–41.
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Published
2020-12-31
How to Cite
Berkant, H. G., Derer, N. B., & Derer, O. K. (2020). The effects of different types of written corrective feedback on students’ texting mistakes. English Language Teaching Educational Journal, 3(3), 174–187. https://doi.org/10.12928/eltej.v3i3.3136
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