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Learners’ Engagement With Indirect Written Corrective Feedback
| Content Provider | Scilit |
|---|---|
| Author | Park, Eun Sung Kim, Ok Yeon |
| Copyright Year | 2019 |
| Description | The current study focuses on one kind of feedback—indirect written corrective feedback—to examine whether learners at two proficiency levels show different self-correction patterns and to further explore learners' depth of processing as they self-correct their errors. Twenty-four Korean learners received unfocused feedback on their essays and were asked to think aloud while self-correcting their errors that had been underlined. The self-correction results revealed that regardless of proficiency level, the learners were able to accurately correct more than one-third of their errors. The think-aloud results showed that the majority of underlined errors were processed either at the highest or the lowest level of processing. The findings suggest that successful self-correction was most likely a result of the learners' quick and efficient activation of their prior knowledge, which required minimum effort from them. The findings are discussed with pedagogical implications. Book Name: The Routledge Handbook of Second Language Research in Classroom Learning |
| Related Links | https://api.taylorfrancis.com/content/chapters/edit/download?identifierName=doi&identifierValue=10.4324/9781315165080-15&type=chapterpdf |
| Ending Page | 226 |
| Page Count | 15 |
| Starting Page | 212 |
| DOI | 10.4324/9781315165080-15 |
| Language | English |
| Publisher | Informa UK Limited |
| Publisher Date | 2019-02-11 |
| Access Restriction | Open |
| Subject Keyword | Book Name: The Routledge Handbook of Second Language Research in Classroom Learning Developmental Psychology Feedback Learners Correction Underlined Proficiency Errors Indirect Written |
| Content Type | Text |
| Resource Type | Chapter |
