Instructor’s direct and indirect feedback: how do they impact learners’ written performance?

Written corrective feedback (WCF) is widely used among writing teachers in attempt to improve students’ language accuracy in their written tasks. Experts of second language (L2) writing stated that WCF plays a significant role in language accuracy development because it is related to the developme...

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Main Authors:	Lee, Luan Ng, Siti Nor Aisyah Ishak
Format:	Article
Language:	English
Published:	Penerbit Universiti Kebangsaan Malaysia 2018
Online Access:	http://journalarticle.ukm.my/12905/ http://journalarticle.ukm.my/12905/ http://journalarticle.ukm.my/12905/1/25417-85276-1-PB.pdf

id	ukm-12905
recordtype	eprints
spelling	ukm-129052019-05-13T11:16:48Z http://journalarticle.ukm.my/12905/ Instructor’s direct and indirect feedback: how do they impact learners’ written performance? Lee, Luan Ng Siti Nor Aisyah Ishak, Written corrective feedback (WCF) is widely used among writing teachers in attempt to improve students’ language accuracy in their written tasks. Experts of second language (L2) writing stated that WCF plays a significant role in language accuracy development because it is related to the development and improvement of students’ accuracy in second language writing. Corrective feedback can be grouped into direct WCF and indirect WCF. However, results in many past empirical studies were inconclusive because of variation in how the effectiveness of WCF was measured. Additionally, there is a lack of investigation pertaining to the students’ perceptions toward the feedback they received, which may reveal important factors that influence the students’ reception of the feedback that resulted in performance changes. Hence, the purpose of this study is to explore factors that contributed to the accurate use of the past tenses resulting from direct WCF and indirect WCF. Interviews were conducted with 12 students and the qualitative findings revealed the following factors: 1) learner attitudes towards feedback provided, 2) learner beliefs towards what corrections entailed, and 3) types of scaffolding. Additionally, the findings revealed the importance of teacher-student conference, the need for students to be trained over a longer period of time in relation to the use of error codes and the need for instructor to understand and implement direct and indirect feedback accordingly in their teaching. Penerbit Universiti Kebangsaan Malaysia 2018 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/12905/1/25417-85276-1-PB.pdf Lee, Luan Ng and Siti Nor Aisyah Ishak, (2018) Instructor’s direct and indirect feedback: how do they impact learners’ written performance? 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 24 (3). pp. 95-110. ISSN 0128-5157 http://ejournal.ukm.my/3l/issue/view/1125
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	Written corrective feedback (WCF) is widely used among writing teachers in attempt to improve students’ language accuracy in their written tasks. Experts of second language (L2) writing stated that WCF plays a significant role in language accuracy development because it is related to the development and improvement of students’ accuracy in second language writing. Corrective feedback can be grouped into direct WCF and indirect WCF. However, results in many past empirical studies were inconclusive because of variation in how the effectiveness of WCF was measured. Additionally, there is a lack of investigation pertaining to the students’ perceptions toward the feedback they received, which may reveal important factors that influence the students’ reception of the feedback that resulted in performance changes. Hence, the purpose of this study is to explore factors that contributed to the accurate use of the past tenses resulting from direct WCF and indirect WCF. Interviews were conducted with 12 students and the qualitative findings revealed the following factors: 1) learner attitudes towards feedback provided, 2) learner beliefs towards what corrections entailed, and 3) types of scaffolding. Additionally, the findings revealed the importance of teacher-student conference, the need for students to be trained over a longer period of time in relation to the use of error codes and the need for instructor to understand and implement direct and indirect feedback accordingly in their teaching.
format	Article
author	Lee, Luan Ng Siti Nor Aisyah Ishak,
spellingShingle	Lee, Luan Ng Siti Nor Aisyah Ishak, Instructor’s direct and indirect feedback: how do they impact learners’ written performance?
author_facet	Lee, Luan Ng Siti Nor Aisyah Ishak,
author_sort	Lee, Luan Ng
title	Instructor’s direct and indirect feedback: how do they impact learners’ written performance?
title_short	Instructor’s direct and indirect feedback: how do they impact learners’ written performance?
title_full	Instructor’s direct and indirect feedback: how do they impact learners’ written performance?
title_fullStr	Instructor’s direct and indirect feedback: how do they impact learners’ written performance?
title_full_unstemmed	Instructor’s direct and indirect feedback: how do they impact learners’ written performance?
title_sort	instructor’s direct and indirect feedback: how do they impact learners’ written performance?
publisher	Penerbit Universiti Kebangsaan Malaysia
publishDate	2018
url	http://journalarticle.ukm.my/12905/ http://journalarticle.ukm.my/12905/ http://journalarticle.ukm.my/12905/1/25417-85276-1-PB.pdf
first_indexed	2023-09-18T20:03:39Z
last_indexed	2023-09-18T20:03:39Z
_version_	1777407014482214912

Instructor’s direct and indirect feedback: how do they impact learners’ written performance?

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