Direct and Indirect Feedback: How do They Impact on Secondary School Learners’ Writing Anxiety and How do Learners Perceive them?

Abstract

Previous research focuses mainly on the effectiveness of written corrective feedback (WCF) in second language acquisition (SLA), but individual differences, such as anxiety, have not received adequate attention. This study seeks to explore the effects of written corrective feedback(WCF), indirect feedback(IF) and direct feedback(DF) respectively on learners’ anxiety, and to investigate the beliefs towards WCF in English writing tasks among secondary school English learners in Mainland China. Both qualitative and quantitative methodology were employed in the study. The participants were 80 secondary students selected from the same grade. They were administered a questionnaire based on the Chinese version of the English Writing Anxiety Scale (Tsai, 2008) and were interviewed before and after conducting four English writing tasks, one task per week. The participants were divided into two groups, one instructed with direct WCF and the other with indirect WCF. The results indicate that 1)DF has a positive effect on alleviating anxiety of making mistakes 2)IF can be helpful in building up confidence in writing 3)IF can reduce the fear of negative evaluation and 4) Most learners claim that IF can improve their language accuracy in the long term but they preferred DF.



Author Information
Yao Qian, Hong Kong Baptist University, China

Paper Information
Conference: ACLL2019
Stream: Individual differences

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