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DO COMPREHENSIVE AND SELECTIVE CORRECTIVE FEEDBACK REALLY WORK FOR L2 WRITING ACCURACY? AN OVERVIEW FROM INDONESIAN CONTEXT
Corresponding Author(s) : Herlinawati
Humanities & Social Sciences Reviews,
Vol. 8 No. 1 (2020): January
Abstract
Purpose of the study: Investigating the effect of corrective feedback on Indonesian students' writing accuracy was the aim of this present study.
Methodology: The methods used were a true experiment with a pretest-treatment-posttest-delayed posttest design was employed to address the research questions and a two-way ANOVA to examine.
Main Findings: The data collected was the grammatical accuracy scores from the three groups (comprehensive corrective feedback/CCF, selective corrective feedback/SCF, and non-grammatical feedback/NGF).
Applications of this study: Indonesian EFL students’.
Novelty/Originality of this study: EFL writing teacher is suggested to accommodate the integrated teaching of grammatical features in a communicative context.
Keywords
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- Bartholomae, D. (1980). The Study of Error. College Composition and Communication, Vol.31(3): 253-269. https://doi.org/10.2307/356486 DOI: https://doi.org/10.2307/356486
- Beuningen, C. G. V. (2011). The Effectiveness of Comprehensive Corrective Feedback in Second Language Writing. Unpublished PhD Dissertation. Amsterdam: University of Amsterdam.
- Beuningen, C. G. V., Jong, N. H. D., & Kuiken, F. (2012). Evidence on the Effectiveness of Comprehensive Error Correction in Second Language Writing. Language Learning, Vol.62(1): 1-41. https://doi.org/10.1111/j.1467-9922.2011.00674.x DOI: https://doi.org/10.1111/j.1467-9922.2011.00674.x
- Bitchener, J. & Knoch, U. (2008). The Value of a Focused Approach to Written Corrective Feedback. ELT Journal, Vol.63(3): 204-211. https://doi.org/10.1093/elt/ccn043 DOI: https://doi.org/10.1093/elt/ccn043
- Bitchener, J. & Knoch, U. (2010). The Contribution of Written Corrective Feedback to Language Development: A Ten Month Investigation. Applied Linguistics, Vol.31(2): 193-214. https://doi.org/10.1093/applin/amp016 DOI: https://doi.org/10.1093/applin/amp016
- Bitchener, J. (2008). Evidence in Support of Written Corrective Feedback. Journal of Second Language Writing, Vol.17: 102-118. https://doi.org/10.1016/j.jslw.2007.11.004 DOI: https://doi.org/10.1016/j.jslw.2007.11.004
- Corder, S. P. (1967). The Significance of Learner’s Errors. International Review of Applied Linguistics in Language Teaching, Vol.5(4): 161-170. https://doi.org/10.1515/iral.1967.5.1-4.161 DOI: https://doi.org/10.1515/iral.1967.5.1-4.161
- Doughty, C. J. (2003). Instructed SLA: Constrains, Compensation, and Enhancement. In C. J. Doughty & M. H. Long (Eds.), Handbook of Second Language Acquisition (pp. 256-310). Oxford: Blackwell. https://doi.org/10.1002/9780470756492.ch10 DOI: https://doi.org/10.1002/9780470756492.ch10
- Dulay, H. C. & Burt, M. K. (1974). You Can’t Learn without Goofing. In J. C. Richards (Ed.), Error Analysis: Perspectives on Second Language Acquisition (pp. 95-123. London: Longman.
- Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.
- Ellis, R. (2005). Principles of Instructed Language Learning. SystemVol.33(2): 209-224. https://doi.org/10.1016/j.system.2004.12.006 DOI: https://doi.org/10.1016/j.system.2004.12.006
- Ellis, R. (2015). The Importance of Focus on Form in Communicative Language Teaching. Eurasian Journal of Applied Linguistics, Vol.1(2): 1-12. https://doi.org/10.32601/ejal.460611 DOI: https://doi.org/10.32601/ejal.460611
- Ferris, D. & Hedgcock, J. (2005). Teaching ESL Composition: Purpose, Process, and Practice (2nd Ed). Mahwah, NJ: Lawrence Erlbaum Associates.
- Khoshsima, H. & Farid, M. J. (2012). The Long-Term Effect of Implicit and Explicit Corrective Feedback on Accuracy of EFL Learners’ Descriptive Writing Skill. Iranian Journal of Applied Language Studies, Vol.4(2): 119-134.
- Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.
- Krashen, S. (1984). Writing: Research, Theory, and Application. Oxford: Pergamon Press.
- Lalande, J. F. (1982). Reducing Composition Errors: An Experiment. Modern Language Journal, Vol.66: 140–149. https://doi.org/10.1111/j.1540-4781.1982.tb06973.x DOI: https://doi.org/10.1111/j.1540-4781.1982.tb06973.x
- Lightbown, P. M. & Spada, N. (2011). How Languages are learned (3rd Ed). Oxford: Oxford University Press.
- Long, M. H. & Robinson, P. (1998). Focus on Form: Theory, Research, and Practice. In C. Doughty & J. Williams (Eds.), Focus on Form in Second Language Acquisition (pp. 15-41). Cambridge: Cambridge University Press.
- Long, M. H. (1991). Focus on Form: A Design Feature in Language Teaching Methodology. In K. de Bot, D. Coste, R. Ginsberg, & C. Kramsch (Eds.), Foreign Language Research in Cross-cultural Perspectives (pp. 39-52). Amsterdam/Philadelphia: John Benjamins Publishing Company. https://doi.org/10.1075/sibil.2.07lon DOI: https://doi.org/10.1075/sibil.2.07lon
- Long, M. H. (1996). The Role of Linguistic Environment in Second Language Acquisition.In W. C. Ritchie & B. K. Bahtia (Eds.), Handbook of Second Language Acquisition (pp.413-468). San Diego: Academic Press. https://doi.org/10.1016/B978-012589042-7/50015-3 DOI: https://doi.org/10.1016/B978-012589042-7/50015-3
- Long, M. H. (2000). Focus on Form in Task-based Language Teaching. In R. Lambert & E. Shohamy (Eds.), Language Policy and Pedagogy. Essays in Honor of A. Ronald Walton (pp. 179-192). Amsterdam/Philadelphia: John Benjamins Publishing Company. https://doi.org/10.1075/z.96.11lon DOI: https://doi.org/10.1075/z.96.11lon
- Mukminatien, N. (1999). The Premature Use of English Grammar by EFL Learners. TEFLIN Journal 10(1): 1-12. Malang: State University of Malang Press DOI: https://doi.org/10.15639/teflinjournal.v10i1/103-114
- Norris, J. & Ortega, L. (2000). Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta-analysis. Language Learning 50(3): 417-528. https://doi.org/10.1111/0023-8333.00136 DOI: https://doi.org/10.1111/0023-8333.00136
- Pashazadeh, A & Marefat, H. (2010). The Long-Term Effect of Selective Written Grammar Feedback on EFL Learners’ Acquisition of Articles. Pazhuhesh-e Zabanha-ye Khareji, 56: 49-67.
- Robinson, P. (2003). Attention and Memory during SLA. In C. J. Doughty & M. H. Long (Eds.), Handbook of Second Language Acquisition (pp. 631-678). Oxford: Blackwell. https://doi.org/10.1002/9780470756492.ch19 DOI: https://doi.org/10.1002/9780470756492.ch19
- Schmidt, R. (1990). The Role of Consciousness in Second Language Learning. Applied Linguistics, 11(2): 129-158. https://doi.org/10.1093/applin/11.2.129 DOI: https://doi.org/10.1093/applin/11.2.129
- Semke, H. (1984). The Effects of the Red Pen. Foreign Language Annals, 17: 195-202. https://doi.org/10.1111/j.1944-9720.1984.tb01727.x DOI: https://doi.org/10.1111/j.1944-9720.1984.tb01727.x
- Sheen, Y. (2007). The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners' Acquisition of Articles. TESOL Quarterly, 41(2): 255-283. https://doi.org/10.1002/j.1545-7249.2007.tb00059.x DOI: https://doi.org/10.1002/j.1545-7249.2007.tb00059.x
- Sheen, Y., Wright, D., & Moldawa, A. (2009). Differential Effects of Focused and Unfocused Written Correction on the Accurate Use of Grammatical Forms by Adult ESL Learners System, 37: 556-569. https://doi.org/10.1016/j.system.2009.09.002 DOI: https://doi.org/10.1016/j.system.2009.09.002
- Skehan, P. & Foster, P. (2001). Cognition and Tasks. In P. Robinson (Ed.), Cognition and Second Language Instruction (pp. 183-205). Cambridge, UK: Cambridge University Press. https://doi.org/10.1017/CBO9781139524780.009 DOI: https://doi.org/10.1017/CBO9781139524780.009
- Spada, N. & Lightbown, P. M. (2008). Form-Focused Instruction: Isolated or Integrated?. TESOL Quarterly, 42(2): 181-207. https://doi.org/10.1002/j.1545-7249.2008.tb00115.x DOI: https://doi.org/10.1002/j.1545-7249.2008.tb00115.x
- Truscott, J. & Hsu, A. Y. 2008.Error Correction, Revision, and Learning. Journal of Second Language Writing Research, 17: 292-305. https://doi.org/10.1016/j.jslw.2008.05.003 DOI: https://doi.org/10.1016/j.jslw.2008.05.003
- Truscott, J. (1996). The Case Against Grammar Correction in L2 Writing Classes. Language Learning, 46(2): 327-369. https://doi.org/10.1111/j.1467-1770.1996.tb01238.x DOI: https://doi.org/10.1111/j.1467-1770.1996.tb01238.x
- Truscott, J. (1998). Instance Theory and Universal Grammar in Second Language Research. Second Language Research, 14(3): 257-291. https://doi.org/10.1191/026765898670205199 DOI: https://doi.org/10.1191/026765898670205199
- Truscott, J. (1999). The Case for "The Case Against Grammar Correction in L2 Writing Classes": A Response to Ferris. Journal of Second language Writing, 8(2): 111-122. https://doi.org/10.1016/S1060-3743(99)80124-6 DOI: https://doi.org/10.1016/S1060-3743(99)80124-6
- Truscott, J. (2007). The Effect of Error Correction on Learners’ Ability to Write Accurately. Journal of Second Language Writing, 16(4): 255-272. https://doi.org/10.1016/j.jslw.2007.06.003 DOI: https://doi.org/10.1016/j.jslw.2007.06.003
- VanPatten, B. & Cadierno, T. (1993). Explicit Instruction and Input Processing. Studies in Second Language Acquisition, 15(2): 225-244. https://doi.org/10.1017/S0272263100011979 DOI: https://doi.org/10.1017/S0272263100011979
- Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
References
Bartholomae, D. (1980). The Study of Error. College Composition and Communication, Vol.31(3): 253-269. https://doi.org/10.2307/356486 DOI: https://doi.org/10.2307/356486
Beuningen, C. G. V. (2011). The Effectiveness of Comprehensive Corrective Feedback in Second Language Writing. Unpublished PhD Dissertation. Amsterdam: University of Amsterdam.
Beuningen, C. G. V., Jong, N. H. D., & Kuiken, F. (2012). Evidence on the Effectiveness of Comprehensive Error Correction in Second Language Writing. Language Learning, Vol.62(1): 1-41. https://doi.org/10.1111/j.1467-9922.2011.00674.x DOI: https://doi.org/10.1111/j.1467-9922.2011.00674.x
Bitchener, J. & Knoch, U. (2008). The Value of a Focused Approach to Written Corrective Feedback. ELT Journal, Vol.63(3): 204-211. https://doi.org/10.1093/elt/ccn043 DOI: https://doi.org/10.1093/elt/ccn043
Bitchener, J. & Knoch, U. (2010). The Contribution of Written Corrective Feedback to Language Development: A Ten Month Investigation. Applied Linguistics, Vol.31(2): 193-214. https://doi.org/10.1093/applin/amp016 DOI: https://doi.org/10.1093/applin/amp016
Bitchener, J. (2008). Evidence in Support of Written Corrective Feedback. Journal of Second Language Writing, Vol.17: 102-118. https://doi.org/10.1016/j.jslw.2007.11.004 DOI: https://doi.org/10.1016/j.jslw.2007.11.004
Corder, S. P. (1967). The Significance of Learner’s Errors. International Review of Applied Linguistics in Language Teaching, Vol.5(4): 161-170. https://doi.org/10.1515/iral.1967.5.1-4.161 DOI: https://doi.org/10.1515/iral.1967.5.1-4.161
Doughty, C. J. (2003). Instructed SLA: Constrains, Compensation, and Enhancement. In C. J. Doughty & M. H. Long (Eds.), Handbook of Second Language Acquisition (pp. 256-310). Oxford: Blackwell. https://doi.org/10.1002/9780470756492.ch10 DOI: https://doi.org/10.1002/9780470756492.ch10
Dulay, H. C. & Burt, M. K. (1974). You Can’t Learn without Goofing. In J. C. Richards (Ed.), Error Analysis: Perspectives on Second Language Acquisition (pp. 95-123. London: Longman.
Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.
Ellis, R. (2005). Principles of Instructed Language Learning. SystemVol.33(2): 209-224. https://doi.org/10.1016/j.system.2004.12.006 DOI: https://doi.org/10.1016/j.system.2004.12.006
Ellis, R. (2015). The Importance of Focus on Form in Communicative Language Teaching. Eurasian Journal of Applied Linguistics, Vol.1(2): 1-12. https://doi.org/10.32601/ejal.460611 DOI: https://doi.org/10.32601/ejal.460611
Ferris, D. & Hedgcock, J. (2005). Teaching ESL Composition: Purpose, Process, and Practice (2nd Ed). Mahwah, NJ: Lawrence Erlbaum Associates.
Khoshsima, H. & Farid, M. J. (2012). The Long-Term Effect of Implicit and Explicit Corrective Feedback on Accuracy of EFL Learners’ Descriptive Writing Skill. Iranian Journal of Applied Language Studies, Vol.4(2): 119-134.
Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.
Krashen, S. (1984). Writing: Research, Theory, and Application. Oxford: Pergamon Press.
Lalande, J. F. (1982). Reducing Composition Errors: An Experiment. Modern Language Journal, Vol.66: 140–149. https://doi.org/10.1111/j.1540-4781.1982.tb06973.x DOI: https://doi.org/10.1111/j.1540-4781.1982.tb06973.x
Lightbown, P. M. & Spada, N. (2011). How Languages are learned (3rd Ed). Oxford: Oxford University Press.
Long, M. H. & Robinson, P. (1998). Focus on Form: Theory, Research, and Practice. In C. Doughty & J. Williams (Eds.), Focus on Form in Second Language Acquisition (pp. 15-41). Cambridge: Cambridge University Press.
Long, M. H. (1991). Focus on Form: A Design Feature in Language Teaching Methodology. In K. de Bot, D. Coste, R. Ginsberg, & C. Kramsch (Eds.), Foreign Language Research in Cross-cultural Perspectives (pp. 39-52). Amsterdam/Philadelphia: John Benjamins Publishing Company. https://doi.org/10.1075/sibil.2.07lon DOI: https://doi.org/10.1075/sibil.2.07lon
Long, M. H. (1996). The Role of Linguistic Environment in Second Language Acquisition.In W. C. Ritchie & B. K. Bahtia (Eds.), Handbook of Second Language Acquisition (pp.413-468). San Diego: Academic Press. https://doi.org/10.1016/B978-012589042-7/50015-3 DOI: https://doi.org/10.1016/B978-012589042-7/50015-3
Long, M. H. (2000). Focus on Form in Task-based Language Teaching. In R. Lambert & E. Shohamy (Eds.), Language Policy and Pedagogy. Essays in Honor of A. Ronald Walton (pp. 179-192). Amsterdam/Philadelphia: John Benjamins Publishing Company. https://doi.org/10.1075/z.96.11lon DOI: https://doi.org/10.1075/z.96.11lon
Mukminatien, N. (1999). The Premature Use of English Grammar by EFL Learners. TEFLIN Journal 10(1): 1-12. Malang: State University of Malang Press DOI: https://doi.org/10.15639/teflinjournal.v10i1/103-114
Norris, J. & Ortega, L. (2000). Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta-analysis. Language Learning 50(3): 417-528. https://doi.org/10.1111/0023-8333.00136 DOI: https://doi.org/10.1111/0023-8333.00136
Pashazadeh, A & Marefat, H. (2010). The Long-Term Effect of Selective Written Grammar Feedback on EFL Learners’ Acquisition of Articles. Pazhuhesh-e Zabanha-ye Khareji, 56: 49-67.
Robinson, P. (2003). Attention and Memory during SLA. In C. J. Doughty & M. H. Long (Eds.), Handbook of Second Language Acquisition (pp. 631-678). Oxford: Blackwell. https://doi.org/10.1002/9780470756492.ch19 DOI: https://doi.org/10.1002/9780470756492.ch19
Schmidt, R. (1990). The Role of Consciousness in Second Language Learning. Applied Linguistics, 11(2): 129-158. https://doi.org/10.1093/applin/11.2.129 DOI: https://doi.org/10.1093/applin/11.2.129
Semke, H. (1984). The Effects of the Red Pen. Foreign Language Annals, 17: 195-202. https://doi.org/10.1111/j.1944-9720.1984.tb01727.x DOI: https://doi.org/10.1111/j.1944-9720.1984.tb01727.x
Sheen, Y. (2007). The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners' Acquisition of Articles. TESOL Quarterly, 41(2): 255-283. https://doi.org/10.1002/j.1545-7249.2007.tb00059.x DOI: https://doi.org/10.1002/j.1545-7249.2007.tb00059.x
Sheen, Y., Wright, D., & Moldawa, A. (2009). Differential Effects of Focused and Unfocused Written Correction on the Accurate Use of Grammatical Forms by Adult ESL Learners System, 37: 556-569. https://doi.org/10.1016/j.system.2009.09.002 DOI: https://doi.org/10.1016/j.system.2009.09.002
Skehan, P. & Foster, P. (2001). Cognition and Tasks. In P. Robinson (Ed.), Cognition and Second Language Instruction (pp. 183-205). Cambridge, UK: Cambridge University Press. https://doi.org/10.1017/CBO9781139524780.009 DOI: https://doi.org/10.1017/CBO9781139524780.009
Spada, N. & Lightbown, P. M. (2008). Form-Focused Instruction: Isolated or Integrated?. TESOL Quarterly, 42(2): 181-207. https://doi.org/10.1002/j.1545-7249.2008.tb00115.x DOI: https://doi.org/10.1002/j.1545-7249.2008.tb00115.x
Truscott, J. & Hsu, A. Y. 2008.Error Correction, Revision, and Learning. Journal of Second Language Writing Research, 17: 292-305. https://doi.org/10.1016/j.jslw.2008.05.003 DOI: https://doi.org/10.1016/j.jslw.2008.05.003
Truscott, J. (1996). The Case Against Grammar Correction in L2 Writing Classes. Language Learning, 46(2): 327-369. https://doi.org/10.1111/j.1467-1770.1996.tb01238.x DOI: https://doi.org/10.1111/j.1467-1770.1996.tb01238.x
Truscott, J. (1998). Instance Theory and Universal Grammar in Second Language Research. Second Language Research, 14(3): 257-291. https://doi.org/10.1191/026765898670205199 DOI: https://doi.org/10.1191/026765898670205199
Truscott, J. (1999). The Case for "The Case Against Grammar Correction in L2 Writing Classes": A Response to Ferris. Journal of Second language Writing, 8(2): 111-122. https://doi.org/10.1016/S1060-3743(99)80124-6 DOI: https://doi.org/10.1016/S1060-3743(99)80124-6
Truscott, J. (2007). The Effect of Error Correction on Learners’ Ability to Write Accurately. Journal of Second Language Writing, 16(4): 255-272. https://doi.org/10.1016/j.jslw.2007.06.003 DOI: https://doi.org/10.1016/j.jslw.2007.06.003
VanPatten, B. & Cadierno, T. (1993). Explicit Instruction and Input Processing. Studies in Second Language Acquisition, 15(2): 225-244. https://doi.org/10.1017/S0272263100011979 DOI: https://doi.org/10.1017/S0272263100011979
Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University Press.