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Form-focused feedback in writing: A study on quality and performance in accuracy

John Peloghitis

This paper examines the effect that form-focused feedback has on quality and accuracy in new pieces of writing, and on student perceptions. Seventeen students receiving form-focused feedback and a group of eighteen students receiving no form-focused feedback were examined to investigate the effect of each treatment. Five content areas and three types of grammatical errors were analyzed using paired samples t-tests to trace the differences between two argumentative essays. Student perceptions on the feedback process were also gathered via questionnaires (at the end of the course). Data revealed that both groups made significant gains on quality though differences existed in how each group improved. Independent sample t-tests found that no significant differences existed in student perceptions of the feedback treatment. The results suggest that form-focused correction as compared to no form-focused correction does help to improve grammatical accuracy but improvement comes at the expense of other areas.
この論文は”form-focused feedback”(文法に焦点をおいた指導)がライティングの質・正確さ及び学生の認識においてどの様な効果をもたらすか調べたものである。効果を見るため”form-focused feedback”の指導を受けた17名のグループと指導を受けなかった18名のグループを検証した。5つの内容分野と3タイプの文法エラー項目で分析するペアサンプルTテストを学期初めと最後の議論文とで行った。また、学期末にはアンケートを行い”feedback”(指導)の過程に関する学生の認識も調査した。結果、各グループの向上の仕方に違いはあるものの両方のグループで議論文の質の有意的向上が見られた。また、”feedback”(指導)に関する学生の認識についてのインディペンデントサンプルTテストの結果は差が見られなかった。よって、文法に焦点をおいた指導は文法の正確さを向上させるのに役立つが、ほかの分野が犠牲になり得ることを示唆している。

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