Written corrective feedback in secondary education: learners' and teachers' preferences and perceptions
Metadata
Show full item recordcomunitat-uji-handle:10234/158176
comunitat-uji-handle2:10234/71345
comunitat-uji-handle3:10234/97643
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Title
Written corrective feedback in secondary education: learners' and teachers' preferences and perceptionsAuthor (s)
Tutor/Supervisor
Salazar Campillo, PatriciaTutor/Supervisor; University.Department
Universitat Jaume I. Departament d'Estudis AnglesosDate
2016-07-08Publisher
Universitat Jaume IAbstract
The role of corrective feedback (CF, henceforth) in second language acquisition (SLA,
henceforth), more specifically written corrective feedback (WCF, henceforth), has been
highly studied in the last couple of ... [+]
The role of corrective feedback (CF, henceforth) in second language acquisition (SLA,
henceforth), more specifically written corrective feedback (WCF, henceforth), has been
highly studied in the last couple of decades (Truscott, 1996; 1999; Ferris, 1999; Ashwell,
2000; Chandler, 2003; Russell & Spada, 2006; Sheen, 2010; 2011; Ellis & Shintani, 2014
among others). In fact, in the past years there has been an increase in the number of studies
addressing this issue (Storch, 2010). Even though the role of written correction in SLA was
often shaded by the importance of oral CF, it has recently gained strength and is now an
aspect of language learning worth of research. From the above mentioned studies, most of
them discussed the importance of WCF in relation to the efficacy in learners’ grammatical
improvement and made a comparison of different WCF techniques. Even though much debate
continues on these issues and further research is needed, another relevant issue which could
provide vital insight to this topic is learners’ perceptions and preferences. Already stated by
Olajedo (1993), learners’ views are neglected but, in fact, they should be considered and
compared with the opinions of teachers. Among the first studies to tackle this aspect, we can
find Radecki and Swales (1988), Olajedo (1993) and Saito (1994). Some years later, Lee
(2004; 2005), Chiang (2004), Diab (2005; 2006), Plonsky and Mills (2006), Montgomery and
Baker (2007), Mahfoodh (2011) and Norouzian (2012) have also analysed learners’
preferences, perceptions, attitudes and emotional reactions. A study conducted by Hamouda
(2011), which paid attention to learners and teachers and the comparison between these two
groups, has thrown interesting findings related to similarities and differences of perception
within the same classroom. This project is organised in two different parts. Part 1 focuses on the theoretical
framework behind the research in which key concepts and notions will be explained. It begins
with the notion of error, its nature, typology and implications from a pedagogical perspective.
After that, the definition of CF will be presented for later going in depth with WCF and the
different types of techniques which could be employed for written correction. Part 1
concludes with a detailed literature review of relevant research conducted in relation to WCF
and grammatical accuracy by making reference to the debate on this topic. Studies evaluating
the effectiveness of different WCF techniques will be mentioned. Finally, research carried out
in relation to learners’ preferences and perceptions on WCF will be presented.
As for Part 2, it consists of the study leading this project. The first section describes
the research questions and hypotheses derived from previous research. The methodology
section will present the setting in which the research took place, the participants involved in
the study, the instruments employed and how data were analysed. Finally, results will be
shown together with a discussion of such data.
The project will conclude with some final remarks and suggestions of the future
direction WCF studies should take, along with the limitations emerging from the study
conducted. [-]
Subject
Màster Universitari en Ensenyament i Adquisició de la Llengua Anglesa en Contextos Multilingües | Máster Universitario en Enseñanza y Adquisición de la Lengua Inglesa en Contextos Multilingües | University Master's Degree in English Language Teaching and Acquisition in Multilingual Contexts | Adquisición de una segunda lengua | Enseñanza de la lengua | Comunicación escrita | Escritura | Second language acquisition | Language acquisition | Language and languages | Written communication | Writing
Description
Treball Final de Màster Universitari en Ensenyament i Adquisició de la Llengua Anglesa en Contextos Multilingües (Pla de 2013). Codi: SAY031. Curs: 2015/2016
Type
info:eu-repo/semantics/masterThesisRights
info:eu-repo/semantics/openAccess
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