Correo Electrónico
DNINFOA - SIA
Bibliotecas
Convocatorias
Identidad U.N.
Published
The Effect of Direct and Indirect Corrective Feedback on Students’ Spelling Errors
El efecto de la retroalimentación directa e indirecta sobre los errores de ortografía de los estudiantes
Keywords:
Direct feedback, dictation, indirect feedback, spelling errors (en)Dictado, errores de ortografía, retroalimentación directa, retroalimentación indirecta (es)
The study presented here is an attempt to examine the role of indirect feedback in promoting junior high school students' spelling accuracy in English. It compares the effect of direct feedback with indirect feedback on students' written work dictated by their teacher from their textbooks. Two classes were selected from the Zanjanrood District in Iran. Forty-four male students in two groups, one from School A (the direct feedback group) and the other from School B (the indirect feedback group) were treated differently regarding their spelling errors for six weeks. The results obtained revealed that indirect feedback is a more effective tool than direct feedback in rectifying students' spelling errors.
Este estudio examinó el papel de la retroalimentación indirecta en la promoción de la precisión en la escritura en inglés de estudiantes de educación secundaria. Se comparan los efectos de la retroalimentación directa e indirecta en los trabajos escritos de los estudiantes, provenientes de los libros de texto y de dictados hechos por el profesor. Se seleccionaron dos grupos a los que se les dio un tratamiento distinto respecto a sus errores de ortografía. En total, eran cuarenta y cinco estudiantes distribuidos en dos grupos: el grupo A recibió retroalimentación directa y el grupo B recibió retroalimentación indirecta. Los resultados mostraron que la retroalimentación indirecta es una herramienta más efectiva que la directa, cuando se trata de rectificar los errores de ortografía de los estudiantes.
Downloads
References
Allwright, R. (1975). Problems in the study of the language teacher's treatment of learner error. In M. Burt & H. Dulay (Eds.). New directions in second language learning, teaching, and bilingual education: On TESOL' 75 (pp. 96-109). Washington: TESOL.
Ashwell, T. (2000). Patterns of teacher response to student writing in a multiple draft composition. Journal of Second Language Writing, 9, 227-258.
Brandl, K. (1995). Strong and weak students' preferences for error feedback options and responses. Modern Language Journal, 79, 194-211.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). NY: Longman.
Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12, 267-296.
Chomsky, N., & Halle, M. (1968). The sound pattern of English. New York: Harper and Row.
Cohen, A. D. (1987). Student processing of feedback on their compositions. In A. L. Wenden and J. Rubin (Eds.), Learner strategies in language learning (pp. 31-40). Englewood Cliffs, NJ: Prentice Hall.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Ferris, D. R. (1995). Teaching ESL composition students to become independent self-editors. TESOL Journal, 4, 18-22.
Ferris, D. R. (2003). Response to writing. Implications for second language students. Mahwah, NJ: Lawrence Erlbaum.
Ferris, D. R., Pezone, S. Tade, C. R., & Tinti, S. (1997). Teacher commentary on student writing: Descriptions and implications. Journal of Second Language Writing, 6, 155-182.
Ferris, D. R., & Roberts, B. (2001). Error feedback in L2 writing classes. Journal of Second Language Writing, 10, 161-184.
Fratzen, D. (1995). The effects of grammar supplementation on written accuracy in an intermediate Spanish content course. Modern Language Journal, 79, 329-344.
Hendrickson, J. M. (1978). Error correction in foreign language teaching: Recent theory, research, and practice. Modern Language Journal, 62, 387-398.
Hyland, K. (1990). Providing productive feedback. ELT Journal, 44, 279-285.
Lalande, J. F. (1982). Reducing composition errors: An experiment. Modern Language Journal, 66, 140-149.
Lee, I. (1997). ESL learnersLee, I. (1997). ESL learners'performance in error correction in writing: Some implications for teaching. System, 25, 465- 477.
Lee, I. (2004). Error correction in L2 secondary writing classrooms: The case of Hong Kong. Journal of Second Language Writing, 13, 285-312.
Leki, I. (1990). Coaching form the margins: Issues in written response. In B. Kroll (Ed.), Second language writing: Research insights from the classroom (pp. 57-68). New York: Cambridge University Press.
Lyster, R. (1998). Negotiation of form, recasts and explicit correction in relation to error types and learner repair. Language Learning, 48, 183-218.
Schane, S. (1970). Linguistics, spelling and pronunciation. TESOL Quarterly, 4, 137-141.
Schultz, R. A. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar instruction on corrective feedback: USA-Colombia. Modern Language Journal, 85, 244-258.
Venezky, R. L. (1970). The structure of English orthography. The Hague: Mouton.
Vigil, N. A., & Oller, J. (1976). Rule fossilization: A tentative model. Language Learning, 26, 281-295.
License
Copyright (c) 2011 Sasan Baleghizadeh, Mehdi Dadashi
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
You are authorized to copy and redistribute the material in any medium or format as long as you give appropriate credit to the authors of the articles and to Profile: Issues in Teachers' Professional Development as original source of publication. The use of the material for commercial purposes is not allowed. If you remix, transform, or build upon the material, you may not distribute the modified material.
Authors retain the intellectual property of their manuscripts with the following restriction: first publication is granted to Profile: Issues in Teachers' Professional Development.
