Written Corrective Feedback and Its Effects on English Department Students’ Writing Drafts

Authors

  • Febitya A Adisca English Department, Petra Christian University, Surabaya, Indonesia
  • Josefa J Mardijono English Department, Petra Christian University, Surabaya, Indonesia

DOI:

https://doi.org/10.9744/katakita.2.2.33-40

Keywords:

Museum Angkut, Visual Perception, Theme, Thematic, Zone

Abstract

This thesis investigates the teacher’s Written Corrective Feedback (WCF) strategies used in the students’ writing drafts and the effects analyzed from the comparison between the first and final drafts. It consists of fifty eight students’ writing drafts as the source of data limited to language use (LU) and vocabulary. The theories applied were the WCF strategies by Ellis (2009a); the effects of written feedback to students by Hyland (2003), and supported by Ferris (2006). The qualitative approach was used in this study. The finding revealed that the strategies used in the class were Direct CF (430 times), and Indirect CF (329 times). The effects were Error corrected, Incorrect change, No change, and Deleted text. Moreover, it was revealed that LU problem was more noticed by the students to be corrected. In conclusion, WCF can guide the students to be more aware of their mistakes and to improve their writing.

Author Biographies

Febitya A Adisca, English Department, Petra Christian University, Surabaya, Indonesia

English Department, Petra Christian University, Surabaya, Indonesia

Josefa J Mardijono, English Department, Petra Christian University, Surabaya, Indonesia

English Department, Petra Christian University, Surabaya, Indonesia

References

Ellis, R. (2009a). A typology of written corrective feedback types. ELT Journal, 63(2), 97-107.

Ferris, D. (2006). ‘Does error feedback help student writers? New evidence on short- and long-term effects of written error correction’ in K. Hyland and F. Hyland (eds.). Feedback in Second Language Writing: Contexts and Issues. Cambridge: Cambridge University Press.

Gabrielatos, C. (2002). EFL writing: product and process. Retrieved September 29, 2013 from http://www.gabrielatos.com/Writing.pdf

Hyland, F. (1998). The impact of teacher-written feedback on individual writers. Journal of Second Language Writing, 7(3), 86-25.

Hyland, K. (2003). Second language writing. Cambridge: Cambridge University Press.

Hyland, K & Hyland, F. (2006). Feedback on second language students’ writing. Language teaching, 39(2), 83-101. Cambridge: Cambridge University Press.

Lounis, M. (2009). Students’ response to teachers’ feedback on writing: the case of third-year l.m.d students of English. Retrieved 20 May, 2013 from http://bu.umc.edu.dz/theses/anglais/MAH1104.pdf

Sheen, Y. & Ellis, R. (2011). Corrective feedback in language teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning. New York: Routledge.

Tangpermpoon, T. (2008). Integrated approaches to improve students writing skills for English major students. ABAC Journal, 28(2), 1-9

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Issue

Vol. 2 No. 2 (2014)

Section

Articles

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