Written Corrective Feedback Impact on Grammatical Accuracy in L2 Writing

A Quantitative and Qualitative Look

Authors

  • Arlan Parreno Assumption University, Bangkok

DOI:

https://doi.org/10.1558/wap.v7i2-3.25991

Keywords:

error correction, corrective feedback, grammar, L2 learning

Abstract

This quasi-experimental study examined the efficacy of the three types of written corrective feedback (WCF), namely, direct, indirect and coded WCF, and the no-correction approach. A diary study on student responses to WCF was also conducted. The one-semester investigation involved 68 Thai students in an undergraduate English course. Results showed that the three WCF types had significantly better revision effects than the no-correction approach, but only the coded WCF produced significant delayed effect. However, analyses of diary entries suggested no general accuracy improvement in any group. Diary study results indicated that, although all groups reported awareness of similar actions, and positive attitudes towards WCF, the coded WCF group seemed more aware of the WCF than the other groups. Findings suggest that focused coded WCF helps in learning English as an L2, although its role in L2 acquisition remains to be seen.

Author Biography

Arlan Parreno, Assumption University, Bangkok

Arlan Parreño is a full-time lecturer at the Institute for English Language Education (IELE) of Assumption University in Bangkok. He has been teaching foundation and academic English courses to undergraduate students for 18 years. He holds a Master of Education degree in Curriculum and Instruction and a doctorate in English Language Teaching. His main research interests are L2 learning, writing development, corrective feedback, and faculty development.

Published

2015-11-30

How to Cite

Parreno, A. (2015). Written Corrective Feedback Impact on Grammatical Accuracy in L2 Writing: A Quantitative and Qualitative Look. Writing & Pedagogy, 7(2-3), 279-303. https://doi.org/10.1558/wap.v7i2-3.25991

Issue

Section

Research Matters