Written Corrective Feedback (WCF)
Invited conference paper presented and published in conference proceedings

香港中文大學研究人員

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摘要Feedback provided by teachers is of utmost importance to students as the feedback provides a platform for students to reflect, learn and improve. The extent to which students benefit from written corrective feedback has long been controversial since Truscott (1996) suggested grammar correction in L2 writing classes should be abolished. Twenty-years later, the debate continues. The study investigates the efficacy of written corrective feedback to two small classes of ESL learners through focused and unfocused feedback. Participants were 16 primary five students (8 students per group) in the academic year 2016–2017. The two classes were divided into two groups with one receiving unfocused feedback (providing feedback on all errors) and one receiving focused feedback (only a few types of errors at a time). The study found that the group who received unfocused feedback felt discouraged and demotivated and showed no big improvement in the other writing assignments. The group receiving focused feedback, however, made drastic improvement in the other writing assignments.
出版社接受日期29.01.2018
著者Ma Yuk Yi Anna
會議名稱The Asian Conference on Language Learning 2018
會議開始日27.04.2018
會議完結日29.04.2018
會議地點Kobe
會議國家/地區日本
出版年份2018
語言美式英語
關鍵詞Teacher Education, Teacher Feedback, L2 Writing, Motivation

上次更新時間 2018-31-10 於 10:49