Effectiveness of written corrective feedback: Does type of error and type of correction matter?

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dc.contributor.author Diab, Nuwar Mawlawi
dc.date.accessioned 2018-06-05T06:13:26Z
dc.date.available 2018-06-05T06:13:26Z
dc.date.copyright 2015 en_US
dc.date.issued 2018-06-05
dc.identifier.issn 1873-5916 en_US
dc.identifier.uri http://hdl.handle.net/10725/7989
dc.description.abstract The study examines the effect of form-focused corrective feedback (FFCF) on students’ ability to reduce pronoun agreement errors and lexical errors in new essays. Two experimental groups received on three assignments: direct error correction along with metalinguistic feedback, and only metalinguistic feedback, respectively; while the control group self edited their errors. All groups revised their errors before the next assignment. Students took pretest, immediate and delayed post-tests, and the two experimental groups were interviewed about the FFCF received. Results of the immediate post-test revealed a significant difference in pronoun agreement errors of the direct metalinguistic group; no significant difference appeared in lexical errors. At the delayed post-test, there was no significant difference among the groups in pronoun agreement errors, but a significant difference appeared in lexical errors of the direct metalinguistic group. Theoretical explanation and pedagogical implications are discussed. en_US
dc.language.iso en en_US
dc.title Effectiveness of written corrective feedback: Does type of error and type of correction matter? en_US
dc.type Article en_US
dc.description.version Published en_US
dc.author.school SAS en_US
dc.author.idnumber 199629300 en_US
dc.author.department English en_US
dc.description.embargo N/A en_US
dc.relation.journal Assessing Writing en_US
dc.journal.volume 24 en_US
dc.article.pages 16-34 en_US
dc.keywords Form-focused corrective feedback en_US
dc.keywords Declarative knowledge en_US
dc.keywords Procedural knowledge en_US
dc.keywords Error revision en_US
dc.keywords Language acquisition en_US
dc.identifier.doi https://doi.org/10.1016/j.asw.2015.02.001 en_US
dc.identifier.ctation Diab, N. M. (2015). Effectiveness of written corrective feedback: Does type of error and type of correction matter?. Assessing Writing, 24, 16-34. en_US
dc.author.email nuwar.diab@lau.edu.lb en_US
dc.identifier.tou http://libraries.lau.edu.lb/research/laur/terms-of-use/articles.php en_US
dc.identifier.url https://www.sciencedirect.com/science/article/pii/S1075293515000021 en_US
dc.orcid.id https://orcid.org/0000-0003-0148-0002 en_US
dc.author.affiliation Lebanese American University en_US

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