Abstract
The debate regarding the effectiveness of written corrective feedback (WCF) still continues due to conflicting and inconclusive results from research. The investigation also continues; however, very few studies have investigated WCF processing strategies students apply for revision. The first aim of the study was to investigate the effects of direct and indirect focused WCF on students’ grammatical accuracy (preposition of place) in the revision tasks as well as its transfer effects on new pieces of writing. The second aim was to find out how learners’ process the feedback during revision tasks. This was done by observing learners’ eye behavior by using eye tracking machine. Participants were asked to read their written text with the feedback on the monitor of an eye-tracking machine. Their writing, including the errors and the feedback, were scanned in order to ensure the eye-tracking machine detected their eye-gaze movements. They were given 5 minutes to read their corrected writing and then asked to revise it by hand. Forty-five first year Arab university students were divided randomly into three groups: direct (n= 15), Underlining only (n= 15), Underlining+metalinguistic (n= 15). Students produced 2 pieces of descriptive writing from 2 different picture prompts and revised those over a two-week period. To examine the delayed effects of feedback on students’ grammatical accuracy, each group was also asked to produce a new descriptive writing one weeks later. ANOVA test revealed that all the three groups significantly improved accuracy in all three revisions.
Author Information
Khaled Karim, American University in Dubai, United Arab Emirates
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