a comparative analysis of written corrective feedback techniques used by graduate students

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a comparative analysis of written corrective feedback techniques used by graduate students solijonova sevinchkhon ravshanbek kizi gachon university department of english language and literature a comparative analysis of written corrective feedback techniques used by graduate students introduction written corrective feedback (wcf) plays a pivotal role in second language acquisition, influencing how students improve their writing skills. teachers employ various techniques when delivering wcf, such as direct corrections, error codes, or implicit feedback, each having distinct implications for learner development. the main objective of this project work is to compare and analyze how two graduate students majoring in english language and literature, who have worked as an english teacher for some years provided written corrective feedback and used techniques on a korean university undergraduate student’s writing sample. by comparing their strategies, this study aims to provide a deeper understanding of how feedback practices can be optimized to support language learners’ development. …

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ls, play a significant role in shaping their choice of corrective feedback methods. (255) participants there are two participants in this project. the first participants is uzbek, the second one is mongolian, and both of them are graduate students majoring english language and literature at gachon university. they were invited to this project by their teacher at the university. the first participant (participant a) is a female student. although her bachelor degree was totally different from her master’s, she got 7. 5 band score from ielts, and has taught english for a year in her home country (uzbekistan). however she has never given corrective feedback to this kind of essay, she believes that cf is an important part of improving writing skills. the second participant is a female teacher too. she got her bachelor degree majoring in english as a second language teacher in her country. she also completed a …

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ilized their smartphones. (121) data collection procedure the data collection process consisted of three stages: 1) choosing partners randomly, 2) sharing written corrective feedback, and 3) carrying out stimulated recall interviews. the participants were fellow graduate students in english language and literature department. professor hong selected partners randomly during an offline class and everyone agreed. the professor distributed the writing sample in pdf format to the participants via cyber campus. the interviews were conducted on the same day. with participant a, the stimulated recall interview was conducted on the 27th of november. while conducting the interview participant b recorded four segments: 1) questions on the educational background of the interviewee, 2) general questions on cf, 3) questions on content-related feedback, and 4) language-based feedback questions. all the parts of the interview were conducted in english. interview with participant b was also conducted on that day. the recording comprised four segments, …

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ses in terms of the meaning. content-related cf addresses the overall content of the writing such as organization, flow, coherence, and clarification. both participants utilized direct cf with a brief explanation, categorized as a combination of direct/indirect cf with a concise metalinguistic explanation. participant a utilized two types of corrective feedback: 1) direct cf, and 2) indirect cf. 40 % of errors are grammatical and 50 % of them were lexical (related to vocabulary choice). appendix d contains numbered errors in participant a’s written cf on the student’s writing. while providing grammatical corrective feedback, participant a indicated the errors, and she used red color. for example, in appendix c, “in the field of foreign language learning, language motivation may be the key to improving their learning ability and desire.” in this sentence the definite article “the" is not necessary, therefore participant a indicated and directly corrected the error. “to start …

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indirect cf indicating + locating error 5(14.7 %) indication only metalinguistic cf use of error code brief grammatical description 4(11 %) reformulation content writing style in total 34 participant b mostly utilized direct corrective feedback and metalinguistic explanations. as in appendix f, they involve grammar (highlighted with red color), meaning/content/structure (highlighted with blue color), capitalization (dark blue color), and vocabulary (provided in black color). among these four distinctions, grammar-related errors accounted for 38 % (13 out of 34 errors), vocabulary-related corrective feedback (23 %), and the remaining capitalization and meaning-related cf accounted for 39 % together. for instance, in the sentence “in the field of foreign language learning, language motivation may be the key to improving their learning ability and desire.” participant b added the indefinite article “a” before the words “language motivation”, then changed “the” article into “a” before the word “key”, and in the word “improving” she deleted …

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a comparative analysis of written corrective feedback techniques used by graduate students solijonova sevinchkhon ravshanbek kizi gachon university department of english language and literature a comparative analysis of written corrective feedback techniques used by graduate students introduction written corrective feedback (wcf) plays a pivotal role in second language acquisition, influencing how students improve their writing skills. teachers employ various techniques when delivering wcf, such as direct corrections, error codes, or implicit feedback, each having distinct implications for learner development. the main objective of this project work is to compare and analyze how two graduate students majoring in english language and literature, who have worked as an english teacher for som...

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