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dc.contributor.authorArlan Parreno
dc.date.accessioned2020-05-21T03:34:06Z
dc.date.available2020-05-21T03:34:06Z
dc.date.issued2015
dc.identifier.citationWriting&pedagogy, vol. 7.2/7.3 Summer/winter 2015, 279-303en_US
dc.identifier.urihttp://repository.au.edu/handle/6623004553/23608
dc.description.abstractThis quasi-experimental study examined the efficacy of the three types of written corrective feedback (WCF), namely, direct, indirect and coded WCF, and the no-correction approach. A diary study on student responses to WCF was also conducted. The one-semester investigation involved 68 Thai students in an undergraduate English course. Results showed that the three WCF types had significantly better revision effects than the no-correction approach, but only the coded WCF produced significant delayed effect. However, analyses of diary entries suggested no general accuracy improvement in any group. Diary study results indicated that, although all groups reported awareness of similar actions, and positive attitudes towards WCF, the coded WCF group seemed more aware of the WCF than the other groups. Findings suggest that focused coded WCF helps in learning English as an L2, although its role in L2 acquisition remains to be seen.
dc.format.extent125 pagesen_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoengen_US
dc.subjectError correctionen_US
dc.subjectCorrective effedbacken_US
dc.subjectGrammaren_US
dc.subjectL2 learningen_US
dc.titleWritten corrective feedback impact on grammatical accuracy in L2 writing: a quantitative and qualitative looken_US
dc.typeTexten_US
dc.rights.holderArlan Parreno
mods.genreArticleen_US
au.link.externalLink[Full Text] (http://eds.b.ebscohost.com/abstract?site=eds&scope=site&jrnl=17565839&AN=115282994&h=1HDN5Aw9Iq85J9%2BaED2FgWU2sFCATeFxauZIHqGcF5U6Pl1tHXN20gI9AE0QA0DiTm5Oj4t713ulWmxpxdNWGQ%3D%3D&crl=f&resultLocal=ErrCrlNoResults&resultNs=Ehost&crlhashurl=login.aspx%3Fdirect%3Dtrue%26profile%3Dehost%26scope%3Dsite%26authtype%3Dcrawler%26jrnl%3D17565839%26AN%3D115282994)


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