دورية أكاديمية
Noticing and EFL Written Feedback Strategies
| العنوان: | Noticing and EFL Written Feedback Strategies |
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| اللغة: | English |
| المؤلفون: | Yi-Chun Christine Yang |
| المصدر: | Taiwan Journal of TESOL. 2024 21(1):1-36. |
| الإتاحة: | National Chengchi University Department of English. 64 Sec 2 ZhiNan Road, Wenshan District, Taipei 11605, Taiwan, R.O.C. Tel: 886-2-2938-7248; Fax: 886-2-2939-0510; e-mail: tjtesol@nccu.edu.tw; Web site: http://www.tjtesol.org/index.php/ |
| Peer Reviewed: | Y |
| Page Count: | 36 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Grammar, Second Language Learning, Second Language Instruction, Error Correction, Teaching Methods, English (Second Language), Feedback (Response), Cues, Pictorial Stimuli, Writing Assignments, Writing Evaluation, Writing Instruction, Rating Scales, Learning Strategies, Writing Strategies, Student Attitudes, Punctuation, Vocabulary Skills, Undergraduate Students, Required Courses, Majors (Students), Foreign Countries |
| مصطلحات جغرافية: | Taiwan |
| تدمد: | 1814-9448 |
| مستخلص: | This study examines the relationship between EFL students' noticing and three written feedback strategies. The convenience sampling method was adopted and four intact classes were randomly assigned into four groups: the model, the error correction, the reformulation, and the control groups. After the completion of picture-cued writing tasks as pretests, three treatment conditions and a noticing log were employed in the respective comparative activities. Focus group interviews were for triangulating the data collected from the log. There was a two-to-four-week interval between the posttest and the delayed posttest to obtain the feedback strategies' short- and long-term effects. An analytical scale was adopted to measure students' writing performance. Johnson Neyman analyses showed a significant difference among the three experimental groups in both posttests as well as that between the reformulation, the error correction, and the control groups in the posttest. Students in the reformulation and the error correction groups reported noticing grammatical problems. Those in the model group declared noticing their inability to develop ideas and describe details. Further analysis showed that learners' noticing contributed to the enhancement of content, grammar, organization, punctuation, and lexis in the model and the error correction groups.pun |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1425970 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1814-9448 |
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