English Language Learners’ Perceptions of the Usefulness of Types of Form-Focused Written Feedback
DOI:
https://doi.org/10.1558/wap.v6i2.283Keywords:
feedback, writing instruction, second language writing, student perceptions, form-focusedAbstract
Providing English language learners with effective feedback on their writing is an issue facing many writing teachers. This article focuses on English language learners’ perceptions of both direct and indirect form-focused written feedback and how these perceptions might change over time. Forty-two advanced level students in an intensive English program at a large U.S. university participated in two surveys, one at the beginning of the term and one at the end. They were asked to rate and comment on the usefulness of five types of feedback (three indirect and two direct) for the purposes of both text revision and the learning of grammar and writing. Students perceived the feedback types that provide codes, comments, and/or explanations as being more useful overall in text revision than other forms of feedback. Findings indicate that students’ perceptions regarding the usefulness of feedback types changed throughout the course. Three areas of feedback that students focused on as their perceptions change are identified, as are reasons why students did or did not value each of the feedback types.
References
Bitchener, J. (2008) Evidence in support of written corrective feedback. Journal of Second Language Writing 17(2): 102–118. http://dx.doi.org/10.1016/j.jslw.2007.11.004.
Bitchener, J. and Ferris, D. (2012) Written Corrective Feedback in Second Language Acquisition and Writing. New York: Routledge.
Bitchener, J. and Knoch, U. (2009) The contribution of written corrective feedback to language development: A ten month investigation. Applied Linguistics 31(2): 193–214. http://dx.doi.org/10.1093/applin/amp016.
Bitchener, J. and Knoch, U. (2010) Raising the linguistic accuracy level of advanced L2 writers with written corrective feedback. Journal of Second Language Writing 19: 207–217. http://dx.doi.org/10.1016/j.jslw.2010.10.002.
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: 267–296. http://dx.doi.org/10.1016/S1060-3743(03)00038-9.
Cohen, A. (1987) Student processing of feedback on their compositions. In A. L. Wenden and J. Rubin (eds.) Learner Strategies in Language Learning 57–69. Englewood Cliffs, New Jersey: Prentice-Hall.
Enginarlar, H. (1993) Student response to teacher feedback in EFL writing. System 21: 193–204. http://dx.doi.org/10.1016/0346-251X(93)90041-E.
Ellis, R., Sheen, Y., Murakami, M. and Takashima, H. (2008) The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System 36(3): 352–371. http://dx.doi.org/10.1016/j.system.2008.02.001.
Ferris, D. (1995) Student reactions to teacher response in multiple-draft composition classrooms. TESOL Quarterly 29(1): 33–53. http://dx.doi.org/10.2307/3587804.
Ferris, D. (1997) The influence of teacher commentary on student revision. TESOL Quarterly 31(2): 315–339. http://dx.doi.org/10.2307/3588049.
Ferris, D. (2006) Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction. In K. Hyland and F. Hyland (eds.) Feedback in Second Language Writing: Context and Issues 81–104. Cambridge, U.K.: Cambridge University Press.
Ferris, D. (2011) Treatment of Error in Second Language Writing. Ann Arbor: University of Michigan Press.
Ferris, D. and Roberts, B. (2001) Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing 10: 161–184. http://dx.doi.org/10.1016/S1060-3743(01)00039-X.
Hedgcock, J. and Lefkowitz, N. (1996) Some input on input: Two analyses of student response to expert feedback in L2 writing. The Modern Language Journal 80(3): 287–308. http://dx.doi.org/10.2307/329437.
Hyland, F. (1998) The impact of teacher written feedback on individual writers. Journal of Second Language Writing 7(3): 255–286. http://dx.doi.org/10.1016/S1060-3743(98)90017-0.
Hyland, F. (2010) The language learning potential of form-focused feedback on writing: Students’ and teachers’ perceptions. In R. Manchón (ed.) Learning-to-Write and Writing-to-Learn in an Additional Language 159–179. Philadelphia: John Benjamins. http://dx.doi.org/10.1016/j.jslw.2007.11.004.
Leki, I. (1991) The preferences of ESL students for error correction in college-level writing classes. Foreign Language Annals 24: 203–218. http://dx.doi.org/10.1111/j.1944-9720.1991.tb00464.x.
Radecki, P.M. and Swales, J. (1988) TESL student reaction to written comments on their written work. System 16: 355–365. http://dx.doi.org/10.1016/0346-251X(88)90078-4.
Saito, H. (1994) Teacher’s practices and students’ preferences for feedback on second language writing: A case study of adult ESL learners. TESL Canada Journal 11(2): 46–70. Retrieved on April 28, 2011 from http://www.teslcanada-journal.ca/index.php/tesl/index.
Sheen, Y. (2007) The effect of focused written corrective feedback and language aptitude on ESL learners’ acquisition of articles. TESOL Quarterly 41: 255–283. http://dx.doi.org/10.1002/j.1545-7249.2007.tb00059.x.
Storch, N. and Wigglesworth, G. (2010) Learners’ processing, uptake and retention of corrective feedback on writing. Studies in Second Language Acquisition 32: 303–334. http://dx.doi.org/10.1017/S0272263109990532.
Truscott, J. (1996) The case against grammar correction in L2 writing classes. Language Learning 46: 327–369. http://dx.doi.org/10.1111/j.1467-1770.1996.tb01238.x.
Truscott, J. (2007) The effect of error correction on learners’ ability to write accurately. Journal of Second Language Writing 16: 255–272. http://dx.doi.org/10.1016/j.jslw.2007.06.003.
Truscott, J. and Hsu, A.Y. (2008) Error correction, revision and learning. Journal of Second Language Writing 17(4): 292–305. http://dx.doi.org/10.1016/j.jslw.2008.05.003.
Van Beuningen, C. De Jong, N. and Kuiken, F. (2012) Evidence on the effectiveness of comprehensive error correction in second language writing. Language Learning 61(1): 1–41. http://dx.doi.org/10.1111/j.1467-9922.2011.00674.x.
