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Corrective Feedback in English Language Learners' Writing

Sidorova, Vladislava
http://rave.ohiolink.edu/etdc/view?acc_num=akron1478601224073001

Abstract Details

2016, Doctor of Philosophy, University of Akron, Secondary Education.
This research examined the role of corrective feedback (CF) in an adult English as a Second Language (ESL) writing class via a longitudinal, embedded single-case study design. It explored how four high intermediate English language learners (ELLs) responded to their instructor’s error feedback, in terms of their perceptions and writing. The purpose of this investigation was to gain a deeper understanding of written CF techniques and their influence on adult ELLs’ views and written accuracy over time. This fifteen-week study took place during the winter semester of 2016 at an English language learning center for adult ELLs in Greater Boston, MA. Three research questions guided the study: 1. How does the teacher in an adult ESL writing class provide CF on morphological, lexical and syntactic errors in student writing? 2. How do adult ELLs perceive the CF they receive? 3. How does CF on morphological, lexical and syntactic errors influence adult ELLs’ written accuracy? Data were collected from multiple sources: classroom observations, interviews with the ELLs and the teacher, and a review of student texts. The study relied on the constant comparative method (Glaser & Strauss, 1967) of qualitative analysis supported by elements of quantitative analysis of student errors (error frequency counts and ratios). Findings suggested that the focused, indirect written CF the ELLs received over the course of the study had a positive effect on their views and written accuracy. Although individual variations were observed, generally, the ELLs appreciated a greater awareness of their frequent error patterns, deeper engagement in the editing process, and increased self-reliance as writers, which they developed in response to the teacher’s CF practice. Furthermore, all four ELLs showed writing progress by the end of the study. Their final texts exhibited a reduction in the frequency of persistent error patterns and error frequency ratios. The results seemed to constitute strong evidence in favor of providing written CF. Contrary to Truscott’s (1996) assertion of CF’s harmful effects on writing development, this study suggested that focused, indirect feedback was a successful means of facilitating ELLs’ written accuracy improvement over time and positively influencing students’ self-images as writers.
Shernavaz Vakil (Advisor)
Lynn Smolen (Committee Member)
Susan Colville-Hall (Committee Member)
Xin Liang (Committee Member)
Lynn Kline (Committee Member)
203 p.
Education; English As A Second Language
Corrective Feedback; Second Language Writing

Recommended Citations

Citations

  • Sidorova, V. (2016). Corrective Feedback in English Language Learners' Writing [Doctoral dissertation, University of Akron]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=akron1478601224073001

    APA Style (7th edition)

  • Sidorova, Vladislava. Corrective Feedback in English Language Learners' Writing. 2016. University of Akron, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=akron1478601224073001.

    MLA Style (8th edition)

  • Sidorova, Vladislava. "Corrective Feedback in English Language Learners' Writing." Doctoral dissertation, University of Akron, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=akron1478601224073001

    Chicago Manual of Style (17th edition)

akron1478601224073001
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© 2016, all rights reserved.
This open access ETD is published by University of Akron and OhioLINK.