Effects of Dynamic Corrective Feedback on ESL Writing Accuracy.

Hartshorn, K. James; Evans, Norman W.; Merrill, Paul F.; Sudweeks, Richard R.; Strong-Krause, Diane; Anderson, Neil J.

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Title: Effects of Dynamic Corrective Feedback on ESL Writing Accuracy

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Title:	Effects of Dynamic Corrective Feedback on ESL Writing Accuracy
Authors:	Hartshorn, K. James; Evans, Norman W.; Merrill, Paul F.; Sudweeks, Richard R.; Strong-Krause, Diane; Anderson, Neil J.
Descriptors:	Feedback (Response); Educational Strategies; Test Results; Writing Evaluation; Grammar; Teaching Methods; Error Correction; English (Second Language); Second Language Learning; Writing Improvement; Second Language Instruction; Conventional Instruction; Comparative Analysis; Writing Skills; Gender Differences; Language Teachers
Source:	TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v44 n1 p84-109 Mar 2010
More Info: Help Peer Reviewed:	Yes
Publisher:	Teachers of English to Speakers of Other Languages, Inc. 1925 Ballenger Avenue Suite 550, Alexandria, VA 22314. Tel: 888-547-3369; Tel: 703-836-0774; Fax: 703-836-7864; Fax: 703-836-6447; e-mail: info@tesol.org; Web site: http://www.tesol.org
Publication Date:	2010-03-00
Pages:	26
Pub Types:	Journal Articles; Reports - Research
Abstract:	Though recent research has shown that written corrective feedback (WCF) may improve aspects of writing accuracy in some English as a second language (ESL) contexts, many teachers continue to be confused about the practical steps they should utilize to help their students improve their writing. Moreover, some have raised concerns as to whether commonly used approaches to ESL writing pedagogy and grammar instruction are effective in helping students improve their linguistic accuracy. This article describes an instructional strategy we developed for improving students' accuracy based on insights gleaned from practice, research, and theory. We refer to this instructional methodology as "dynamic WCF." The article also discusses a test of the methodology's efficacy that compared the performance of two groups of students, one using a conventional process approach to writing instruction and the other using the dynamic WCF approach. Test results demonstrated that although rhetorical competence, writing fluency, and writing complexity were largely unaffected by the dynamic WCF pedagogy, significant improvement was observed for writing accuracy. (Contains 2 figures, 5 tables, and 8 footnotes.)
Abstractor:	As Provided
Reference Count:	53

Note:	N/A
Identifiers:	Utah
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0039-8322
Audiences:	N/A
Languages:	English
Education Level:	Higher Education
Direct Link:	http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1545-7249

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