Abstract
The debate regarding the efficacy of WCF (Written Corrective Feedback) spans two decades. Much of the research to date has utilized quantitative methods to investigate students’ written output, which all too often neglected learners’ experiences and learner diversity. In contrast, this research employs a qualitative approach in an interpretive paradigm to explore the experiences of adult EFL students in Japan on the usefulness of WCF, its effect on their learning and how learner diversity influences uptake of feedback. This case study investigated experiences with the following feedback modalities: focused direct WCF with content feedback, and focused indirect WCF with content feedback. The innovative exploration and incorporation of student perspectives on these experiences entailed in-depth interviews with the learners. This case study found that participants described the learning generated from WCF as minimal and that WCF did not cause the negative effects that has been posited in some of the literature to date. The need to accommodate learner diversity in the writing classroom and for learners to understand the culture the feedback is embedded in was identified. Practical pedagogical implications to create a classroom environment that promotes better utilization of content feedback and WCF are discussed.
Author Information
Nicholas Carr, Deakin University, Australia
Michiko Weinmann, Deakin University, Australia
Paper Information
Conference: ACE2016
Stream: Student Learning, Learner Experiences and Learner Diversity
This paper is part of the ACE2016 Conference Proceedings (View)
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