Investigating the Efficacy of Focused and Unfocused Corrective Feedback on the Accurate Use of Prepositions in Written Work

This paper discusses findings from a study investigating feedback efficacy on the accurate use of prepositions by ESL learners in written work over a period of 12 weeks. The study involved two treatment groups and a control group comparing the differential effects of the focused indirect with the un...

Full description

Bibliographic Details
Main Authors:	Asiah, Kassim, Lee, Luan Ng
Format:	Article
Language:	English
Published:	Canadian Center of Science and Education 2014
Subjects:	P Philology. Linguistics
Online Access:	http://umpir.ump.edu.my/id/eprint/5386/ http://umpir.ump.edu.my/id/eprint/5386/ http://umpir.ump.edu.my/id/eprint/5386/ http://umpir.ump.edu.my/id/eprint/5386/1/33276-112459-1-SM.pdf

id	ump-5386
recordtype	eprints
spelling	ump-53862018-02-19T04:24:39Z http://umpir.ump.edu.my/id/eprint/5386/ Investigating the Efficacy of Focused and Unfocused Corrective Feedback on the Accurate Use of Prepositions in Written Work Asiah, Kassim Lee, Luan Ng P Philology. Linguistics This paper discusses findings from a study investigating feedback efficacy on the accurate use of prepositions by ESL learners in written work over a period of 12 weeks. The study involved two treatment groups and a control group comparing the differential effects of the focused indirect with the unfocused indirect corrective feedback on the uptake and retention measured from the pretest, immediate and delayed posttests. The study also analysed the language-related episodes (LREs) occurring in the collaborative dialogue during the treatment sessions to identify the factors affecting uptake and retention of the corrective feedback in subsequent writing tasks. Findings revealed that both treatment groups outperformed the control group in the posttests, but, there was no significant difference between the unfocused and focused corrective feedback groups. Evidence from the LREs analysis suggests that extensive engagement in all the three functions of the Swain (2005) output hypothesis: noticing, hypothesis testing and metalinguistic, during the collaborative dialogue contribute toward the enhancement of uptake and retention. Since both correction types were equally facilitative in increasing accuracy of preposition usage, teachers may consider using them accordingly in writing tasks. Canadian Center of Science and Education 2014 Article PeerReviewed application/pdf en http://umpir.ump.edu.my/id/eprint/5386/1/33276-112459-1-SM.pdf Asiah, Kassim and Lee, Luan Ng (2014) Investigating the Efficacy of Focused and Unfocused Corrective Feedback on the Accurate Use of Prepositions in Written Work. English Language Teaching, 7 (2). pp. 119-130. ISSN 1916-4742 http://dx.doi.org/10.5539/elt.v7n2p119 DOI: 10.5539/elt.v7n2p119
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Malaysia Pahang
building	UMP Institutional Repository
collection	Online Access
language	English
topic	P Philology. Linguistics
spellingShingle	P Philology. Linguistics Asiah, Kassim Lee, Luan Ng Investigating the Efficacy of Focused and Unfocused Corrective Feedback on the Accurate Use of Prepositions in Written Work
description	This paper discusses findings from a study investigating feedback efficacy on the accurate use of prepositions by ESL learners in written work over a period of 12 weeks. The study involved two treatment groups and a control group comparing the differential effects of the focused indirect with the unfocused indirect corrective feedback on the uptake and retention measured from the pretest, immediate and delayed posttests. The study also analysed the language-related episodes (LREs) occurring in the collaborative dialogue during the treatment sessions to identify the factors affecting uptake and retention of the corrective feedback in subsequent writing tasks. Findings revealed that both treatment groups outperformed the control group in the posttests, but, there was no significant difference between the unfocused and focused corrective feedback groups. Evidence from the LREs analysis suggests that extensive engagement in all the three functions of the Swain (2005) output hypothesis: noticing, hypothesis testing and metalinguistic, during the collaborative dialogue contribute toward the enhancement of uptake and retention. Since both correction types were equally facilitative in increasing accuracy of preposition usage, teachers may consider using them accordingly in writing tasks.
format	Article
author	Asiah, Kassim Lee, Luan Ng
author_facet	Asiah, Kassim Lee, Luan Ng
author_sort	Asiah, Kassim
title	Investigating the Efficacy of Focused and Unfocused Corrective Feedback on the Accurate Use of Prepositions in Written Work
title_short	Investigating the Efficacy of Focused and Unfocused Corrective Feedback on the Accurate Use of Prepositions in Written Work
title_full	Investigating the Efficacy of Focused and Unfocused Corrective Feedback on the Accurate Use of Prepositions in Written Work
title_fullStr	Investigating the Efficacy of Focused and Unfocused Corrective Feedback on the Accurate Use of Prepositions in Written Work
title_full_unstemmed	Investigating the Efficacy of Focused and Unfocused Corrective Feedback on the Accurate Use of Prepositions in Written Work
title_sort	investigating the efficacy of focused and unfocused corrective feedback on the accurate use of prepositions in written work
publisher	Canadian Center of Science and Education
publishDate	2014
url	http://umpir.ump.edu.my/id/eprint/5386/ http://umpir.ump.edu.my/id/eprint/5386/ http://umpir.ump.edu.my/id/eprint/5386/ http://umpir.ump.edu.my/id/eprint/5386/1/33276-112459-1-SM.pdf
first_indexed	2023-09-18T22:00:42Z
last_indexed	2023-09-18T22:00:42Z
_version_	1777414379060330496

Investigating the Efficacy of Focused and Unfocused Corrective Feedback on the Accurate Use of Prepositions in Written Work

Similar Items