The Combination of Direct and Indirect Written Corrective Feedback on Grammatical Accuracy in New Pieces of Writing of Upper Secondary School Students in Thailand
DOI:
https://doi.org/10.14456/ojed.2021.1Keywords:
the combination of written corrective feedback, direct and indirect written corrective feedback, grammatical accuracyAbstract
The purposes of this study were to investigate the transfer effects of the combination of written corrective feedback including direct and indirect corrective feedback on students’ grammatical accuracy in new pieces of writing and to compare the difference between providing the combination of written corrective feedback in different orders. The participants in this study were forty eleventh grade students. The participants were divided into two groups and provided with the combination of written corrective feedback which consisted of direct and indirect corrective feedback in different orders in each experimental phase. The study was conducted in the second semester of the academic year 2016. The comparison table of errors, and students’ interview were used as the research instruments. The data were analyzed by using means, standard deviation, and t-test. The findings revealed that the combination of written corrective feedback had transferring effects on students’ grammatical accuracy in their subsequent writing at a .01 significance level. When the effects of providing the combination of written corrective feedback in different orders were analyzed, the finding showed no significant difference in the grammatical accuracy improvement. Lastly, students were found to have positive attitudes towards direct written corrective feedback more than indirect written corrective feedback.
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