The Effectiveness of Direct Written Corrective Feedback in Improving Students’ Writing Ability

The Effectiveness of Direct Written Corrective Feedback in Improving Students’ Writing Ability

Penulis;

Safrudin Sahmada

Jumlah halaman: VIIx81

Ukuran Buku: A5 (14,8×21)

Versi Cetak: Tersedia

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This chapter explains several aspects related to the topic, including the background of the study, the problem being discussed, the purpose of the study, the hypothesis, assumptions, scope and limitations, the importance of the study, and the explanation of key terms used in the discussion.

Teacher feedback on students’ writing has long been an important and challenging topic in helping students write more fluently. Many studies have examined this issue, but their results have not always been the same. Some researchers have found different or even conflicting conclusions about the value of teacher feedback (Leki, 1990). Even though some studies question how effective written feedback from teachers is, students still need feedback, and teachers are expected to provide it (Wen, 2013).

The usefulness of written corrective feedback (WCF) has been widely debated in the fields of second language acquisition (SLA) and second language (L2) writing (Bitchener & Ferris, 2012; Ene & Kosobucki, 2016). The debate started when Truscott (1996) argued that written corrective feedback does not really help students. However, other scholars such as Ferris (1999, 2004, 2006) and Bitchener (2008), along with several other researchers (Chandler 2004, 2009; Ellis et al., 2008), disagreed with this view. Their work attracted more attention from researchers who study second language writing and language learning.