A Consideration of Dynamic Corrective Feedback to Develop Writing Accuracy

초록

This study analyzed the efficacy of written corrective feedback on low proficiency students’ writings and in particular dynamic corrective feedback. 64 low proficiency EFL university students were divided into four groups. One group received dynamic feedback (n = 16), the second group received indirect feedback (n =16), the third received direct feedback (n = 16) and the final group received no feedback (n = 16). The study found that only the group that received dynamic written corrective feedback improved in grammatical accuracy from the pre-test to the post-test. Furthermore, none of the groups outperformed the other groups after having received feedback on accuracy for five new writings.

키워드