Rustipa, Katharina
The Benefit of Indirect Comprehensive Error Corrections
in Improving Advanced EFL Learners’ Writing Accuracy.
The 2nd International Language and Language Teaching Conference.
Abstract
A language pedagogical goal is developing pupils’ language proficiency. In learning an L2, a learner develops an interlanguage not free from errors which need corrections to avoid fossilization. This experimental study explored the ways direct and indirect comprehensive corrective feedbacks affect students’ ability to produce target-like writing. Twenty advanced level students participated in this study. They were divided into direct comprehensive feedback group (DCFG) and indirect comprehensive feedback group (ICFG). The DCFG received a teacher’s DCF, while the ICFG received a teacher’s ICF. The research results indicate that ICF has more benefit to improve advanced EFL
learners’ writing accuracy. Its implication is ICF should dominate the written products of higher proficient learners because self editing enhances the greater understanding of the target language accuracy.
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