Corrective feedback on written errors: a study on learners’ individual factors
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Título
Corrective feedback on written errors: a study on learners’ individual factorsAutoría
Fecha de publicación
2015-07-14Editor
Universitat Jaume IResumen
During the past decades, the importance of corrective feedback (CF,
henceforth) in foreign language acquisition has been widely studied. Although
there are no conclusive studies, this paper defends the relevance of ... [+]
During the past decades, the importance of corrective feedback (CF,
henceforth) in foreign language acquisition has been widely studied. Although
there are no conclusive studies, this paper defends the relevance of high-quality
written CF in the teaching-learning process. Although factors influencing the
effectiveness of CF are still not clear, Sheen (2011) argues that apart from
linguistic and contextual factors, students’ individual factors should also be taken
into consideration. Therefore, for the purposes of this paper, “high-quality”
feedback is considered as the one taking students’ individual factors into account
in order to maximise its benefits.
The objective of this paper is to verify whether or not foreign language (FL)
teachers take learners’ individual factors into account when providing written CF.
The study has been carried out in Ágora Lledó International School in Castellón
(Spain). This centre has been chosen because their educational project is based
on the latest pedagogical tendencies. Hence, analysing the quality of teachers’
feedback in this context is highly revealing.
In order to do so, 198 writings from classrooms with different profiles have
been analysed. We have focused the study on two class groups. The first group is
one from 1st year of Secondary Compulsory Education and the second one is
studying 2nd year of national Baccalaureate. Three factors have been taken into
account: age, language proficiency and interest in the subject.
The main conclusion is that age is taken into account when providing CF,
which is the main difference between the two class groups. Nevertheless, other
individual factors such as students’ proficiency in English and their interest in the
subject are not taken into account although scholars recommend to do so (Sheen,
2011; Pawlaw, 2012). Therefore, in order to maximise feedback effect on students,
teachers should take into consideration learners’ individual factors and this is why
a pedagogical proposal is presented at the end of this paper. [-]
Palabras clave / Materias
Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes | Máster Universitario en Profesor/a de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomas | Master's Degree in Secondary Education, Vocational Training and Language Teaching
Descripción
Treball Final del Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi: SAP419. Curs acadèmic 2014-2015
Tipo de documento
info:eu-repo/semantics/masterThesisDerechos de acceso
info:eu-repo/semantics/openAccess
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