THE STUDY OF WRITTEN CORRECTIVE FEEDBACK ON GRAMMATICAL ACCURACY IN THE ENGLISH PARAGRAPH WRITING OF GRADE 12 STUDENTS

WRITTEN CORRECTIVE FEEDBACKWRITING

Abstract

This research is quasi-experimental research. The purposes of this study were to: 1) study which type of written corrective feedbacks helps enhance students to most improve their grammatical accuracy in paragraph writing, 2) explore students’ preferences towards written corrective feedback to improve their grammatical accuracy in paragraph writing. The participants were selected by using the purposive sampling method, and totalled 15 students enrolled in English Writing, a summer course at Traimitwitthayalai School in the academic year of 2017. The students were from different programs. The research instruments were a needs analysis questionnaire, instructional instruments including unit plans and handouts, and data collection instruments consisting of: 1) a test with a comparison table of the errors; 2) in-depth interview questions.  The data were analyzed with means and standard deviation. 

The results showed that 1) the most effective type of written corrective feedback to help improve students’ grammatical accuracy is written direct corrective feedback.  Compared with the first draft and final draft, the mean score of errors after given treatment (Mean = 3.01) was lower than before the experiment (Mean = 16.66); and 2) the result of the in-depth interview questions indicated that direct written corrective feedback is the most preferred for students with low performance in writing, and metalinguistic corrective feedback with error codes is expressed to be the most favorite for students of high performance in writing.