Effects of Dynamic Corrective Feedback on ESL Writing Accuracy

Autor/inn/en	Hartshorn, K. James; Evans, Norman W.; Merrill, Paul F.; Sudweeks, Richard R.; Strong-Krause, Diane; Anderson, Neil J.
Titel	Effects of Dynamic Corrective Feedback on ESL Writing Accuracy
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 44 (2010) 1, S.84-109 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
Schlagwörter	Feedback (Response); Educational Strategies; Test Results; Writing Evaluation; Grammar; Teaching Methods; Error Correction; English (Second Language); Second Language Learning; Writing Improvement; Second Language Instruction; Conventional Instruction; Comparative Analysis; Writing Skills; Gender Differences; Language Teachers; Utah + Suchen Sie Ihr Suchwort? Lehrstrategie; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Korrektur; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Writing skill; Schreibfertigkeit; Geschlechterkonflikt; Language teacher; Sprachunterricht
Abstract	Though recent research has shown that written corrective feedback (WCF) may improve aspects of writing accuracy in some English as a second language (ESL) contexts, many teachers continue to be confused about the practical steps they should utilize to help their students improve their writing. Moreover, some have raised concerns as to whether commonly used approaches to ESL writing pedagogy and grammar instruction are effective in helping students improve their linguistic accuracy. This article describes an instructional strategy we developed for improving students' accuracy based on insights gleaned from practice, research, and theory. We refer to this instructional methodology as "dynamic WCF." The article also discusses a test of the methodology's efficacy that compared the performance of two groups of students, one using a conventional process approach to writing instruction and the other using the dynamic WCF approach. Test results demonstrated that although rhetorical competence, writing fluency, and writing complexity were largely unaffected by the dynamic WCF pedagogy, significant improvement was observed for writing accuracy. (Contains 2 figures, 5 tables, and 8 footnotes.) (As Provided).
Anmerkungen	Teachers of English to Speakers of Other Languages, Inc. 1925 Ballenger Avenue Suite 550, Alexandria, VA 22314. Tel: 888-547-3369; Tel: 703-836-0774; Fax: 703-836-7864; Fax: 703-836-6447; e-mail: info@tesol.org; Web site: http://www.tesol.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10