Tesis de Pregrado UnACh

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Language: search.filters.language.EnglishSubject: search.filters.subject.CORRECTIVE FEEDBACK

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    The effects of focused and unfocused written corrective feedback.
    (2014-11)
    Canto Sepúlveda, José Javier
    ;
    Morales Castro, Sherelynn Cintia
    ;
    Rivas Valenzuela, Grace Karim
    ;
    Tapia Montanares, Ruth Esther
    ;
    Vildósola Campos, Marcela Soledad
    The present research is about the effects of written corrective feedback on students’ new pieces of writing, for which focused and unfocused corrective feedback were provided. It is an experimental and quantitative study, whose participants were students of an intermediate level of the English teacher training program of the Adventist University of Chile. They were randomly divided into three different groups, two experimental groups and a control group. One of the experimental groups received focused corrective feedback and the other one received unfocused corrective feedback in order to identify which variable (focused or unfocused corrective feedback) is the one that results in better accuracy at the moment of writing new pieces of texts. The theoretical background for our research is based on studies carried out by different researchers (Bitchener & Knoch, 2009, 2010a, 2010b; Sheen, 2007) who have supported the idea of giving direct written corrective feedback as the most effective method to avoid learners’ future errors. Despite the fact that their studies have been done in other countries, their results are closely related to the ones explained in this report. Now, the claim that focused direct written corrective feedback is the most effective one to improve accuracy in students’ new pieces of writing has been proved.
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    The effects of indirect written corrective feedback in efl students’ grammatical accuracy and its impact on students’ motivation.
    (2018)
    Cáceres Ramos Brenda Raquel
    ;
    Gatica Maureira, Daniela Macarena
    ;
    Osorio Pino, Cristian Andrés
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    Vildosola C., Marcela
    To investigate the effects of corrective feedback in EFL students’ grammatical accuracy, 85 7th graders from the Adventist schools in Chillan, Chile, participated in a quasi-experimental study in the form of a writing workshop. The students were divided into three groups, two of them receiving a specific type of indirect written corrective feedback, located and not located correspondingly. The remaining group served as a control group. The participants exchanged letters with other students during 6 weeks in 4 writing instances. Each letter was corrected in aspects of grammar, capitalization, punctuation and spelling. The four writing instances were followed by a personal interview with the participants of the study to know their perceptions towards the activity in which they had participated. After the 6 weeks of the study, results showed that grammatical mistakes made by the students in their letters decreased significantly in all three groups with no significant difference among the groups. However, located corrective feedback showed the greatest improvement together with the control group. Regarding motivation, results showed that students felt motivated when their writing served a purpose such as communication in the case of this investigation; and in terms of preference, students preferred the kinds of feedback used in this study more than the traditional feedback provided by teachers nowadays consisting of red Xs.