Comprehensive corrective feedback on low and high proficiency writers

  1. Marisela Bonilla López 1
  2. Elke Van Steendam 1
  3. Kris Buyse 1
  1. 1 KU Leuven
    info

    KU Leuven

    Lovaina, Bélgica

    ROR https://ror.org/05f950310

Revista:
ITL International Journal of Applied Linguistics

ISSN: 0019-0810 1783-1490

Any de publicació: 2017

Volum: 168

Número: 1

Pàgines: 91-128

Tipus: Article

Altres publicacions en: ITL International Journal of Applied Linguistics

Resum

This study investigated the effects of comprehensive feedback on learners’ grammatical accuracy during text revision and in new writing tasks in light of proficiency level. It also sought to determine to what extent learners’ proficiency level plays a role in their feedback preferences and attitudes towards the feedback. The participants were 52 low proficiency and 39 high proficiency foreign language university learners, who were randomly assigned to a direct corrective feedback, a metalinguistic feedback with rule reminders, and a self-correction group. All learners wrote four compositions and completed a questionnaire after the treatment to elicit their attitudes towards the feedback and their feedback preferences. Results showed that the treatment effectively enhanced both low and high proficiency learners’ immediate grammatical accuracy and accuracy improvement. Also, a relation between proficiency level and learners’ attitudes towards the feedback as well as an association between proficiency level and learners’ feedback preferences were found.