Abstract
Feedback and its effectiveness on L2 writing performance has been studied by many scholars, and the debate about its effects has been a controversial topic for over two decades (Cao, 2021). Apart from the inconclusive results, most studies on this topic have been conducted with postsecondary students (75%) and adult learners (86%), which highlights the need to pay more attention to young learners (Liu & Brown, 2015). Driven by this gap, this study aims to clarify whether the feedback loop has an impact on young learners' second language writing. 40 EFL Second grade students were divided into two groups: the experimental group and the comparison group. During the treatment period, the experimental group received a continuous feedback loop for 5 weeks, while the comparison group received feedback only once. At the end of the treatment period, the results of the Kruskal-Wallis test showed that the experimental group performed better than the comparison group on the post-test. (H (1) = 17.094, p <.005). Pedagogical implications are presented at the end of the article along with suggestions for future studies.
Author Information
Tuana Lopez Ibarra, Yeditepe University, Turkey
Paper Information
Conference: ECLL2023
Stream: Applied linguistics research
This paper is part of the ECLL2023 Conference Proceedings (View)
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To cite this article:
Ibarra T. (2023) Investigating the Effectiveness of Feedback Loop on Second Language Writing Accuracy Among Young Learners ISSN: 2188-112X The European Conference on Language Learning 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2188-112X.2023.4
To link to this article: https://doi.org/10.22492/issn.2188-112X.2023.4
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