The effectiveness of written corrective feedback in teaching beginning German
Issue Date
2010-12Author
Vyatkina, Nina
Publisher
Wiley
Type
Article
Article Version
Scholarly/refereed, author accepted manuscript
Metadata
Show full item recordAbstract
This study explores the effectiveness of instructor-written corrective feedback for the improvement of writing accuracy by beginning college-level learners of German. The researcher investigated changes in error rates in six error categories in essay writing in correlation with three different corrective feedback types administered consistently throughout one semester: direct, coded, and uncoded feedback. The author analyzed both short-term revision effects and semester-long changes. The study found that all groups improved their accuracy in redrafting; participants did not shorten the essay length in the final drafts to eliminate errors; direct correction led to slightly higher correction rates for selected errors; and there was no significant difference in overall error rate changes between the groups. The study concludes with suggestions for further research and pedagogical applications.
Description
©Wiley/Blackwell Publishing 2010. This is the author's version of the work. It is posted here by permission of Wiley/Blackwell Publishing for personal use, not for redistribution. The definitive version was published in Foreign Language Annals volume 43, no. 4, pp. 671-689. http://dx.doi.org/10.1111/j.1944-9720.2010.01108.x. Erratum: the data for Table 1 (p. 678) were erroneously pasted as the data for Table 2 (p. 679) and vice versa.
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Citation
Vyatkina, N. (2010). The effectiveness of written corrective feedback in teaching beginning German. Foreign Language Annals, 43(4), 671-689. http://dx.doi.org/10.1111/j.1944-9720.2010.01108.x
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