EVALUATING UPTAKE TOWARDS WRITTEN CORRECTIVE FEEDBACK TO IMPROVE WRITING SKILLS
Abstract
This study evaluates the effectiveness of written corrective feedback (WCF) in higher education, specifically within a Composition II course. It aims to identify the most commonly used types of WCF, their acceptance by students, and their impact on writing improvement. Using content analysis, 88 instances of WCF from the first and second essay drafts of 18 students were categorized into four types according to Hattie and Timperley framework: feeding up at the task level, feeding back at the task level, feeding back at the process level, and feeding forward at the process level. Feeding forward at the process level was most prevalent (51%), followed by feeding up and feeding back at the process level (20.5% each), and feeding back at the task level (8%). Feeding up at the task level had the highest acceptance rate (89%). Conversely, feeding back at the task level and feeding back at the process level had moderate reception (57% and 56%), while feeding forward at the process level had a substantial acceptance rate (67%). The findings emphasize that clear, varied, and goal-oriented feedback enhances students’ engagement, self-regulation, and writing proficiency by addressing specific areas for improvement and guiding future development, ultimately fostering sustained academic growth.
Keywords
References
Arts, J., Gijselaers, W., Van Gog, T., & Merriënboer, J. (2021). Effects of instructional language on students’ task and process-related behaviors in self-regulated learning. Learning and Instruction, 71, 101425.
Bitchener, J., & Ferris, D. R. (2012). Written corrective feedback in second language acquisition and writing. Studies in Second Language Acquisition, 34(4), 591-606.
Bitchener, J., & Knoch, U. (2008). The value of a focused approach to written corrective feedback. ELT Journal, 63(3), 204-211.
Bitchener, J., & Knoch, U. (2018). Written corrective feedback studies: Alignment between classroom practice and research. Journal of Second Language Writing, 39, 67-80.
Brookhart, S. M. (2017). How to Give Effective Feedback to Your Students (2nd ed.). ASCD.
Brooks, C., Carroll, A., Gilles, C., & Hattie, J. (2019). Using feedback to promote learning: Insights from research into the student experience of feedback. Springer.
Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698-712.
Carless, D. (2019). Excellence in University Assessment: Learning from award-winning practice. Routledge.
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).
Cho, K. S., & MacArthur, C. A. (2010). Student revision with peer and expert reviewing. Learning and Instruction, 20(4), 328-338.
Craven, R. (2023). When bad feedback happens to good students: Expectations and perceptions of feedback. Assessment & Evaluation in Higher Education, 48(3), 437-453.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications.
Dirkx, J. M., Mezirow, J., & Cranton, P. (2019). Musings and reflections on the meaning, context, and process of transformative learning theory: A dialogue between students and lecturers. Adult Education Quarterly, 69(2), 114-130.
Dressler, R., Chu, E. M., Crossman, K. L., & Hilman, B. C. (2019). A theoretical framework for feedback engagement in higher education. Review of Higher Education, 42(4), 1181-1206.
Dweck, C. S. (2016). Mindset: The new psychology of success (Updated ed.). Ballantine Books.
Ellis, R., Sheen, Y., Murakami, M., & Takashima, H. (2001). The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System, 29(4), 371-383.
Ferris, D. R. (2003). Response to student writing: Implications for second language students. Mahwah, NJ: Lawrence Erlbaum Associates.
Ferris, D. R. (2012). Written corrective feedback in second language acquisition and writing. Routledge.
Ferris, D. R. (2014). Treatment of error in second language student writing (2nd ed.). University of Michigan Press ELT.
Ferris, D. R., & Roberts, B. J. (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10(3), 161-184.
Flick, U., et al. (2017). Qualitative Research Practice: A Guide for Social Science Students and Researchers (2nd ed.). Sage Publications.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Hyland, K. (2003). Second language writing. Cambridge University Press.
Hyland, K. (2007). Genre pedagogy: Language, literacy, and L2 writing instruction. Journal of Second Language Writing, 16(3), 148-164.
Hyland, K., & Hyland, F. (2001). Sugaring the pill: Praise and criticism in written feedback. Journal of Second Language Writing, 10(3), 185-212.
Kang, M., & Han, Z. (2023). The effects of peer feedback training on the quality of feedback provided by L2 learners in a writing classroom. Language Teaching Research, 27(1), 3-24.
Kreitzer, A. C., & Sweet-Cushman, J. (2021). Rethinking the feedback process: Exploring the impact of learner involvement on the effectiveness of feedback. Assessment & Evaluation in Higher Education, 46(2), 233-249.
Lee, I. (2008). Understanding teachers’ written feedback practices in Hong Kong secondary classrooms. Journal of Second Language Writing, 17(2), 69-85.
Lee, I. (2017). What counts as effective writing feedback? Insights into practice. Journal of Second Language Writing, 36, 31-45.
Muamaroh, N. A., Sumaryanto, S., Nurkamto, J., & Mahpul, M. (2020). The use of written corrective feedback to improve students’ writing skill. Journal of English Language and Education, 6(2), 129-141.
Nicol, D. J. (2020). Guiding learning through constructive alignment. Higher Education Research & Development, 39(5), 982-996.
Paul, R., & Elder, L. (2006). Critical thinking: Tools for taking charge of your professional and personal life. Pearson Education.
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189.
Sriwichai, S., & Inpin, N. (2018). The development of EFL learners’ writing skills through WebQuest. International Journal of Instruction, 11(4), 125-140.
Storch, N. (2013). Establishing a role for peer interaction in learner uptake of corrective feedback. Studies in Second Language Acquisition, 35(1), 63-96.
Swales, J. M., & Feak, C. B. (2012). Academic writing for graduate students: Essential tasks and skills (3rd ed.). University of Michigan Press.
Toba, S. R., Rahmawati, D., & Alfauzi, M. (2019). Improving the teaching of English writing skills through peer editing. TEFLIN Journal, 30(1), 1-16.
Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017). Supporting learners’ agentic engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 52(1), 17-37.
Zarei, A. A., & Karimpour, S. (2020). The effect of focused metalinguistic written corrective feedback on EFL learners' grammatical accuracy. Applied Research on English Language, 9(3), 337–358.
DOI: 10.15408/ijee.v11i2.40309
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
