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EXPLORING UNDERGRADUATE EFL LEARNERS’ BELIEFS ABOUT WCF AND THEIR IMPACT ON IMPROVING WRITING SKILLS IN PAKISTANI UNIVERSITIES
Corresponding Author(s) : Mehmood Ul Hassan
Humanities & Social Sciences Reviews,
Vol. 9 No. 3 (2021): May
Abstract
Purpose of the study: This study aims to explore students’ beliefs, which play a vital role in learning a foreign language. The present study investigated this important factor on undergraduate EFL students at Khwaja Fareed University of Engineering & IT, Rhaimyar Khan, Pakistan.
Methodology: The study is quasi-experimental and used questionnaires and interviews. Students were divided into two groups: treatment and control groups. Writing accuracy for the pre and two post-delayed tests were checked and statistically analyzed on SPSS. Different repeated measures ANOVA tests were used.
Main Findings: Main findings of this study revealed that there were marginal differences in the beliefs of the students from urban and rural areas. Findings also showed that types of the written CF which are the most effective were different according to their beliefs. Besides, beliefs about written CF were also found to impact students' writing accuracy significantly. Students in the control group showed significant accuracy in writing compared to the students in the control group.
Applications of this study: The present study will be useful for constructing university students’ existing beliefs about written CF and practices with respect to learning English as a foreign language.
Novelty/Originality of this study: This study's most significant research contribution regarding language learning beliefs is that it probes the extent to which differences of beliefs may impact students' development of writing accuracy after they received written CF. As no earlier studies could investigate this issue; hence, this study has attempted to fill an important research gap.
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- Aranha, S., & Cavalari, S. M. S. (2015). Institutional integrated teletandem: What have we been learning about writing and peer feedback? DELTA Documentacao de Estudos Em Linguistica Teorica e Aplicada, 31(3), 763–780. https://doi.org/10.1590/0102-445039175922916369 DOI: https://doi.org/10.1590/0102-445039175922916369
- Baker, A., & Burri, M. (2016). Feedback on second language pronunciation: A case study of EAP teachers’ beliefs and practices. Australian Journal of Teacher Education, 41(6), 1–19. https://doi.org/10.14221/ ajte.2016v41n6.1 DOI: https://doi.org/10.14221/ajte.2016v41n6.1
- Belaid, A. M., & Murray, D. L. (2015). Using Authentic Materials in the Foreign Language Classrooms: Teacher Attitudes and Perceptions in Libyan Universities. International Journal of Learning and Development, 5(3), 25–37. https://doi.org/10.5296/ijld.v5i3.8218 DOI: https://doi.org/10.5296/ijld.v5i3.8218
- Bitchener, J. and Knoch, U. (2012). Contribution of written CF to language development: A ten months’ investigation. Applied linguistics, 31, 193-214. https://doi.org/10.1093/applin/amp016 DOI: https://doi.org/10.1093/applin/amp016
- Bitchener, J., Young, S., Cameron, D. (2014). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 14 (3), 191–205. https://doi.org/10.1016/j.j slw.2005.08.001 DOI: https://doi.org/10.1016/j.jslw.2005.08.001
- Brutton, A. (2009). Improving Accuracy is not the only Reason for writing and even If it were… System, 37(4), 600-613. https://doi.org/10.1016/j.system.2009.09.005 DOI: https://doi.org/10.1016/j.system.2009.09.005
- Cephe, P. T. and Yalcin, C. G. (2015). Beliefs about foreign language learning: The effects of teacher beliefs on learner beliefs. Anthropologist, 19(1), 167–173. https://doi.org/10.1080/09720073.2015.11891651 DOI: https://doi.org/10.1080/09720073.2015.11891651
- Chen, S., Nassaji, H., & Liu, Q. (2016). EFL learners’ perceptions and preferences of written corrective feedback: a case study of university students from Mainland China. Asian-Pacific Journal of Second and Foreign Language Education, 1(5). https://doi.org/10.1186/s40862-016-0010-y DOI: https://doi.org/10.1186/s40862-016-0010-y
- Cohen, A. D. (2015). Verbal reports on learning strategies. TESOL Quarterly, 28, 678-682.
- Ellis, R. (2008). The study of second language acquisition: Oxford. Oxford University Press.
- Ellis, R. (2012). The Typology of Written Corrective Feedback. The effects of focused and unfocused written CF in learning English as a foreign language context. System, 36(3), 353-371. https://doi.org/10.1016/j.sy stem.2008.02.001 DOI: https://doi.org/10.1016/j.system.2008.02.001
- Ferris, D.R. (2015). Second Language writing research and written corrective feedback in SLA. Studies in Second Language Acquisition, 32, 181-201. https://doi.org/10.1017/S0272263109990490 DOI: https://doi.org/10.1017/S0272263109990490
- Gries, S. T. and Deshors, S. C. (2015). EFL and/vs. ESL?: A multi-level regression modeling perspective on bridging the paradigm gap. International Journal of Learner Corpus Research, 1(1), 130–159. https://doi.org /10.1075/ijlcr.1.1.05gri DOI: https://doi.org/10.1075/ijlcr.1.1.05gri
- Han, Y. (2017). Mediating and being mediated: Learner beliefs and learner engagement with written corrective feedback. System, 69, 133–142. https://doi.org/10.1016/j.system.2017.07.003 DOI: https://doi.org/10.1016/j.system.2017.07.003
- Hasan, M.U. & Qureshi, A. (2020). Investigating phonological accuracy among Pakistani EFL Instructors at Higher Secondary Level in Pakistan. Palarch’s Journal of Archaeology of Egypt/Egyptology, 18(2), 401-411.
- Hassan, M.U. (2020a). Investigating Pakistani EFL Learners’ Beliefs towards written CF and their impact on L2 writing accuracy: The Case of Urban and Rural context. St. Theresa Journal of Humanities and Social Sciences ,6(2), 147-167.
- Hassan, M.U. (2021b). Comparing and analyzing the rural and urban people’ perceptions towards Caste Stereotypes in Punjabi Language. Elementary Education Online, 20(5), 1479-1485.
- Holec, H. (2010). The learner as manager: managing learning or managing to learn, in Wenden, A. L. and Robin, J. (Eds.), Learner strategies in language learning (145-157). Englewood Cliffs, NJ: Prentice Hall.
- Krashen, S. (1985). Second Language Acquisition and Second Language Learning. Oxford: Pergamon.
- Lyster, R. and Ranta, L. (2017). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 37-66. https://doi.org/10.1017/S0272263197001034 DOI: https://doi.org/10.1017/S0272263197001034
- Kerz, E., Wiechmann, D., & Riedel, F. B. (2017). Implicit learning in the crowd: Investigating the role of awareness in the acquisition of L2 knowledge. Studies in Second Language Acquisition, 39(4), 711–734. https://doi.org/10.1017/S027226311700002X DOI: https://doi.org/10.1017/S027226311700002X
- Panova, I. & Lyster, R. (2002). Patterns of Corrective Feedback and Uptake in an Adult ESL Classroom. TESOL Quarterly. 36(4), 573-595. https://doi.org/10.2307/3588241 DOI: https://doi.org/10.2307/3588241
- Plonsky, L. & Mills, S. (2016). An Exploratory Study of differing perceptions of error correction between teachers and students: Bringing the gap. Applied Linguistics Learning, 16, 55-74.
- Rich, P. R., Van Loon, M. H., Dunlosky, J. and Zaragoza, M. S. (2017). Belief in corrective feedback for common misconceptions: Implications for knowledge revision. Journal of Experimental Psychology: Learning Memory and Cognition, 43(3), 492–501. https://doi.org/10.1037/xlm0000322 DOI: https://doi.org/10.1037/xlm0000322
- Rizwan, M. and Akhtar, S. (2016). Effect of Explicit and Implicit Pedagogical Instructions in the Acquisition of Definite, Indefinite and Zero Articles. Journal of Experimental Psychology: Learning Memory and Cognition, 4(6), 1–11.
- Rummel, S. (2014) Student and teacher beliefs about written CF and the effect these beliefs have on uptake: A multiple case study of Laos and Kuwait. Unpublished doctoral thesis, AUT University, Auckland, New Zealand.
- Rummel and Bitchener (2015). The effectiveness of WCF and the impact Lao learners’ beliefs have on uptake. Australian Review of Applied Linguistics, 38(1), 66-84. https://doi.org/10.1075/aral.38.1.04rum DOI: https://doi.org/10.1075/aral.38.1.04rum
- Saeed, A. (2015). Comparison of the Effectiveness of Direct and Indirect Feedback: The case of EFL Urdu Learners in Pakistan. Unpublished thesis at the Islamia University Bahawalpur.
- Shabir, M. (2017). Student-Teachers’ Beliefs on the Use of L1 in EFL Classroom: A Global Perspective. English Language Teaching, 10(4), 45-58. https://doi.org/10.5539/elt.v10n4p45 DOI: https://doi.org/10.5539/elt.v10n4p45
- Truscott, J. (1996). The Case against grammar correction in L2 writing classes. Language Learning, 46, 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
- Vygotsky, L. (1978). Mind in society: the development of higher psychological process. Cambridge, MA: Harvard University Press.
References
Aranha, S., & Cavalari, S. M. S. (2015). Institutional integrated teletandem: What have we been learning about writing and peer feedback? DELTA Documentacao de Estudos Em Linguistica Teorica e Aplicada, 31(3), 763–780. https://doi.org/10.1590/0102-445039175922916369 DOI: https://doi.org/10.1590/0102-445039175922916369
Baker, A., & Burri, M. (2016). Feedback on second language pronunciation: A case study of EAP teachers’ beliefs and practices. Australian Journal of Teacher Education, 41(6), 1–19. https://doi.org/10.14221/ ajte.2016v41n6.1 DOI: https://doi.org/10.14221/ajte.2016v41n6.1
Belaid, A. M., & Murray, D. L. (2015). Using Authentic Materials in the Foreign Language Classrooms: Teacher Attitudes and Perceptions in Libyan Universities. International Journal of Learning and Development, 5(3), 25–37. https://doi.org/10.5296/ijld.v5i3.8218 DOI: https://doi.org/10.5296/ijld.v5i3.8218
Bitchener, J. and Knoch, U. (2012). Contribution of written CF to language development: A ten months’ investigation. Applied linguistics, 31, 193-214. https://doi.org/10.1093/applin/amp016 DOI: https://doi.org/10.1093/applin/amp016
Bitchener, J., Young, S., Cameron, D. (2014). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 14 (3), 191–205. https://doi.org/10.1016/j.j slw.2005.08.001 DOI: https://doi.org/10.1016/j.jslw.2005.08.001
Brutton, A. (2009). Improving Accuracy is not the only Reason for writing and even If it were… System, 37(4), 600-613. https://doi.org/10.1016/j.system.2009.09.005 DOI: https://doi.org/10.1016/j.system.2009.09.005
Cephe, P. T. and Yalcin, C. G. (2015). Beliefs about foreign language learning: The effects of teacher beliefs on learner beliefs. Anthropologist, 19(1), 167–173. https://doi.org/10.1080/09720073.2015.11891651 DOI: https://doi.org/10.1080/09720073.2015.11891651
Chen, S., Nassaji, H., & Liu, Q. (2016). EFL learners’ perceptions and preferences of written corrective feedback: a case study of university students from Mainland China. Asian-Pacific Journal of Second and Foreign Language Education, 1(5). https://doi.org/10.1186/s40862-016-0010-y DOI: https://doi.org/10.1186/s40862-016-0010-y
Cohen, A. D. (2015). Verbal reports on learning strategies. TESOL Quarterly, 28, 678-682.
Ellis, R. (2008). The study of second language acquisition: Oxford. Oxford University Press.
Ellis, R. (2012). The Typology of Written Corrective Feedback. The effects of focused and unfocused written CF in learning English as a foreign language context. System, 36(3), 353-371. https://doi.org/10.1016/j.sy stem.2008.02.001 DOI: https://doi.org/10.1016/j.system.2008.02.001
Ferris, D.R. (2015). Second Language writing research and written corrective feedback in SLA. Studies in Second Language Acquisition, 32, 181-201. https://doi.org/10.1017/S0272263109990490 DOI: https://doi.org/10.1017/S0272263109990490
Gries, S. T. and Deshors, S. C. (2015). EFL and/vs. ESL?: A multi-level regression modeling perspective on bridging the paradigm gap. International Journal of Learner Corpus Research, 1(1), 130–159. https://doi.org /10.1075/ijlcr.1.1.05gri DOI: https://doi.org/10.1075/ijlcr.1.1.05gri
Han, Y. (2017). Mediating and being mediated: Learner beliefs and learner engagement with written corrective feedback. System, 69, 133–142. https://doi.org/10.1016/j.system.2017.07.003 DOI: https://doi.org/10.1016/j.system.2017.07.003
Hasan, M.U. & Qureshi, A. (2020). Investigating phonological accuracy among Pakistani EFL Instructors at Higher Secondary Level in Pakistan. Palarch’s Journal of Archaeology of Egypt/Egyptology, 18(2), 401-411.
Hassan, M.U. (2020a). Investigating Pakistani EFL Learners’ Beliefs towards written CF and their impact on L2 writing accuracy: The Case of Urban and Rural context. St. Theresa Journal of Humanities and Social Sciences ,6(2), 147-167.
Hassan, M.U. (2021b). Comparing and analyzing the rural and urban people’ perceptions towards Caste Stereotypes in Punjabi Language. Elementary Education Online, 20(5), 1479-1485.
Holec, H. (2010). The learner as manager: managing learning or managing to learn, in Wenden, A. L. and Robin, J. (Eds.), Learner strategies in language learning (145-157). Englewood Cliffs, NJ: Prentice Hall.
Krashen, S. (1985). Second Language Acquisition and Second Language Learning. Oxford: Pergamon.
Lyster, R. and Ranta, L. (2017). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 37-66. https://doi.org/10.1017/S0272263197001034 DOI: https://doi.org/10.1017/S0272263197001034
Kerz, E., Wiechmann, D., & Riedel, F. B. (2017). Implicit learning in the crowd: Investigating the role of awareness in the acquisition of L2 knowledge. Studies in Second Language Acquisition, 39(4), 711–734. https://doi.org/10.1017/S027226311700002X DOI: https://doi.org/10.1017/S027226311700002X
Panova, I. & Lyster, R. (2002). Patterns of Corrective Feedback and Uptake in an Adult ESL Classroom. TESOL Quarterly. 36(4), 573-595. https://doi.org/10.2307/3588241 DOI: https://doi.org/10.2307/3588241
Plonsky, L. & Mills, S. (2016). An Exploratory Study of differing perceptions of error correction between teachers and students: Bringing the gap. Applied Linguistics Learning, 16, 55-74.
Rich, P. R., Van Loon, M. H., Dunlosky, J. and Zaragoza, M. S. (2017). Belief in corrective feedback for common misconceptions: Implications for knowledge revision. Journal of Experimental Psychology: Learning Memory and Cognition, 43(3), 492–501. https://doi.org/10.1037/xlm0000322 DOI: https://doi.org/10.1037/xlm0000322
Rizwan, M. and Akhtar, S. (2016). Effect of Explicit and Implicit Pedagogical Instructions in the Acquisition of Definite, Indefinite and Zero Articles. Journal of Experimental Psychology: Learning Memory and Cognition, 4(6), 1–11.
Rummel, S. (2014) Student and teacher beliefs about written CF and the effect these beliefs have on uptake: A multiple case study of Laos and Kuwait. Unpublished doctoral thesis, AUT University, Auckland, New Zealand.
Rummel and Bitchener (2015). The effectiveness of WCF and the impact Lao learners’ beliefs have on uptake. Australian Review of Applied Linguistics, 38(1), 66-84. https://doi.org/10.1075/aral.38.1.04rum DOI: https://doi.org/10.1075/aral.38.1.04rum
Saeed, A. (2015). Comparison of the Effectiveness of Direct and Indirect Feedback: The case of EFL Urdu Learners in Pakistan. Unpublished thesis at the Islamia University Bahawalpur.
Shabir, M. (2017). Student-Teachers’ Beliefs on the Use of L1 in EFL Classroom: A Global Perspective. English Language Teaching, 10(4), 45-58. https://doi.org/10.5539/elt.v10n4p45 DOI: https://doi.org/10.5539/elt.v10n4p45
Truscott, J. (1996). The Case against grammar correction in L2 writing classes. Language Learning, 46, 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
Vygotsky, L. (1978). Mind in society: the development of higher psychological process. Cambridge, MA: Harvard University Press.