The Effect of Different Types of Corrective Feedback on EFL Learners’ Accuracy in Using English Articles by the Eleventh Grade Science Students of SMA N 3 Bontang
Keywords:
Corrective Feedback, Direct Corrective Feedback, Metalinguistic Explanation, English Articles
Abstract
This article reports on a study that investigated the effectiveness of direct-focused corrective feedback and metalinguistic focused feedback on EFL learners’ accuracy in using English articles. The study employed a pretest–posttest design with five treatment sessions. The design of this study was quasi-experimental design. The sample of this study were 60 of the eleventh grade science students. They were assigned into two groups, direct-focused corrective feedback group and metalinguistic-focused feedback group. The linguistic target was English articles. A fill in the blank exercise were employed to measure any development in learners’ ability to use articles. The results revealed that both direct-focused corrective feedback and metalinguistic focused feedback lead to greater learners’ accuracy of using English articles. The direct-focused feedback is found more effective than metalinguistic-focused feedback.
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References
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Bitchener, J. (2008). Evidence in Support of Written Corrective Feedback. Journal of Second Language Writing, 17, 69–124.
Bitchener, J. & Ferris, D. R. (2012). Written Corrective Feedback in Second Language Acquisition and Writing. New York: Routledge.
Bitchener, J., & Knoch, U. (2008). The Value of Written Corrective Feedback for Migrant and International Students. Language Teaching Research, 12, 409-431.
Bitchener, J., & Knoch, U. (2009). The Value of a Focused Approach to Written Corrective Feedback. ELT Journal, 63, 204-211.
Bitchener, J., & Knoch, U. (2010). The Contribution of Written Corrective Feedback to Language Development: a Ten Month Investigation. Applied Linguistics, 31, 193-214.
Bitchener, J., & Knoch, U. (2010). Raising the Linguistic Accuracy Level of Advanced L2 Writers with Written Corrective Feedback. Journal of Second Language Writing, 19, 207–217.
Bitchener, J., Young, S., & Cameron, D. (2005). The Effect of Different Types of Corrective Feedback on ESL Student Writing. Journal of Second Language Writing, 14, 191-215.
Choi, S. H. (2013). The Effects of Written Corrective Feedback on Second Language Writing Focused on the English Article System. (Unpublished master’s thesis). University of Illinois, Urbana.
Ducken, D. (2014). Written Corrective Feedback in the L2 Writing Classroom. (Unpublished master’s thesis). Eastern Washington University, Washington, United States.
Ellis, R. (2009). A Typology of Written Corrective Feedback Types. ELT Journal, 63, 97-107.
Ellis, R. (2009). The Differential Effects of Three Types of Task Planning on the Fluency, Complexity, and Accuracy in L2 Oral Production. Applied Linguistics, 30/4, 474–509.
Ellis, R., Sheen, Y., Murakami, M., & Takashima, H. (2008). The Effects of Focused and Unfocused Written Corrective Feedback in an English as a Foreign Language Context. System, 36, 353–371.
Farrokhi, F. & Sattarpour, S. (2012). The Effects of Direct Written Corrective Feedback on Improvement of Grammatical Accuracy of High-proficient L2 Learners. World Journal of Education, 2(2), 49-57.
Ferris, D. & Roberts, B. (2001). Error Feedback in L2 Writing Classes: How Explicit Does It Need to be?. Journal of Second Language Writing, 10, 161–184.
Fraenkel, J. R. & Wallen, N. E. (2009). How to Design and Evaluate Research in Education. New York.
Harmer, J. (2007). How to Teach Writing. New York: Longman.
Hashemnezhad, H., Mohammadnejad, S. (2012). A Case for Direct and Indirect Feedback: The Other Side of Coin. English Language Teaching, 5, 230-239.
Hughes, M. D. (1986). A Review of Patterns of Play in Squash at Different Competitive Levels. Sport Science, 363-368.
Lee, I. (2004). Error Correction in L2 Secondary Writing Classrooms: The Case of Hong Kong. Journal of Second Language Writing, 13(4), 285-312.
Riduwan. (2014). Dasar-Dasar Statistika. Bandung: Alfabeta.
Sheen, Y. (2007). The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners’ Acquisition of Articles. TESOL Quarterly, 41, 255-283.
Sheen, Y., Wright, D., & Moldawa, A. (2009). Differential Effects of Focused and Unfocused Written Correction on the Accurate Use of Grammatical Forms by Adult ESL Learners. System, 37, 556–569.
Shintani, N., & Ellis, R. (2013). The Comparative Effect of Metalinguistic Explanation and Direct Written Corrective Feedback on Learners’ Explicit and Implicit Knowledge of the English Indefinite Article. Journal of Second Language Writing, 23, 286–306.
Shintani, N., Ellis, R., & Suzuki, W. (2014). Effects of Written Feedback and Revision on Learners’ Accuracy in Using Two English Grammatical Structures. Language Learning, 64, 103–131.
Sheen, Y., Wright, D., & Moldawa, A. (2009). Differential Effects of Focused and Unfocused Written Correction on the Accurate Use of Grammatical Forms by Adult ESL Learners. System, 37, 556–569.
Stefanou, C. & Revesz, A. (2015). Direct Written Corrective Feedback, Learner Differences, and the Acquisition of Second Language Article Use for Generic and Specific Plural Reference. The Modern Language Journal, 99, 263-282.
Sun, S. (2013). Written Corrective Feedback: Effects of Focused and Unfocused Grammar Correction on the Case Acquisition in L2 German. (Unpublished doctoral dissertation). University of Kansas, Kansas, United States.
Urdan, T. C. (2005). Statistics in plain English. Erlbaum Associates, Incorporated, Lawrence.
Wang, T., & Jiang, L. (2014). Studies on Written Corrective Feedback: Theoretical Perspectives, Empirical Evidence, and Future Directions. English Language Teaching, 8(1), 110.
White, H., & S. Sabarwal (2014). Quasi-experimental Design and Methods, Methodological Briefs: Impact Evaluation 8. UNICEF Office of Research, Florence.
Yang, Y., Lyster, R. (2010). Effects of Form-focused Practice and Feedback on Chinese EFL Learners’ Acquisition of Regular and Irregular Past Tense Forms. Studies in Second Language Acquisition, 32, 235–263.
Published
2018-09-28
How to Cite
Anggariana Putri, P., Sunggingwati, D., & Surya, S. (2018). The Effect of Different Types of Corrective Feedback on EFL Learners’ Accuracy in Using English Articles by the Eleventh Grade Science Students of SMA N 3 Bontang. E3L: Journal of English Teaching, Linguistic, and Literature , 1(2), 71 - 85. https://doi.org/10.30872/e3l.v1i2.2030
Section
Articles
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