The Role of Individual Preferences in the Efficacy of Written Corrective Feedback in an English for Academic Purposes Writing Course

This study examined the effectiveness of written corrective and the role of individual differences (ID) in the uptake of the feedback. Data was taken from a nine-week, English as a foreign language (EFL) writing course from 101 intermediate (n=101) students at a private university in Kobe, Japan. Us...

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Bibliographic Details
Published in:The Australian journal of teacher education 2021-10, Vol.46 (10), p.1-20
Main Authors: Perks, Bradley, Colpitts, Bradley, Michaud, Matthew
Format: Article
Language:English
Subjects:
Academic writing
College Students
Corrective feedback
English (Second language)
English for Academic Purposes
English teaching
Error Correction
Feedback
Feedback (Response)
First year students
Foreign Countries
Higher education
Individual Differences
Instructional Effectiveness
Multimethod techniques
Preferences
Second Language Acquisition (SLA)
Second Language Learning
Student Attitudes
Writing (Composition)
Writing ability
Writing Instruction
Writing skills
Writing teaching
Written corrective feedback (WCF)
Written Language
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Summary:This study examined the effectiveness of written corrective and the role of individual differences (ID) in the uptake of the feedback. Data was taken from a nine-week, English as a foreign language (EFL) writing course from 101 intermediate (n=101) students at a private university in Kobe, Japan. Using an explanatory sequential mixed methods design, quantitative data was first collected concerning writing errors, followed by qualitative semi-structured interviews. Three classes were placed into either two treatment groups (direct and indirect) or a control group, and completed four writing tasks (pre-test, post-test and two delayed post-tests). The study found the two treatment groups showed significant improvements on local and global errors, whereas the control group did not. Additionally, the qualitative component elicited the influence of affective factors. The study adds to the body of literature addressing the impact of written corrective feedback, specifically on students' self-editing strategies. [Author abstract]
ISSN:0313-5373
1835-517X
1835-517X
DOI:10.14221/ajte.2021v46n10.1