This study aims to investigate the effect of indirect corrective feedback on Elementary students short-term and delayed grammatical error correction and the effect of providing examples with indirect corrective feedback. The research questions are as ...
This study aims to investigate the effect of indirect corrective feedback on Elementary students short-term and delayed grammatical error correction and the effect of providing examples with indirect corrective feedback. The research questions are as follows.
First, what aspects of grammatical errors are that elementary English learners show?
Second, is there any difference on learners' immediate grammatical error correction, depending on the type of indirect corrective feedback?
Third, is there any difference depending on providing examples of right used English with indirect corrective feedback on immediate grammatical error correction?
Fourth, what is the impact of indirect corrective feedback on delayed grammatical error correction?
To investigate these questions, I chose the five grammatical elements of main errors which are the most frequent mistakes of 6th grade English learners which are essential to be corrected. Also, I chose two different indirect corrective feedbacks providing Error code or Underlining of Errors and provided one type of indirect corrective feedback on two classes among four classes. In addition to this, I also provided examples with indirect corrective feedback to one class for each type of indirect corrective feedback and have evaluated the effect of giving examples on error correction. Before the experiment started, I proved the homogeneity of four experimental classes by analyzing a pre-writing conducted before the experiment. After this, before and after writing of five grammatical elements were conducted. Through this, the impact of indirect corrective feedback on an immediate grammatical error correction was examined. After finishing this, delayed post-writing was conducted which was the same with pre-writing before the experiment and the effect of indirect corrective feedback on delayed grammatical error correction was examined.
The results of the data analysis are shown below. First, The specific aspects of grammatical error are like these. The main error of the dual use of verbs were mainly using two verbs together, such as using two general verbs and be verbs with .general verbs and verb. And the main error in agreement was that learners can not wright proper verbs according to the number and person of the subjective. The main errors of auxiliary verb were that misuse of auxiliary verb which is not fit properly in Korean meaning and incorrect use of general verb which is written after auxiliary verbs in the back. The main error of possessive use was mainly incorrect use of possessive pronouns and possessives not knowing their difference properly. In the singular or plural form of the noun, the main errors were the suitable plural form of the noun was not written properly according to the noun or the article before the singular noun was not properly written. Also common errors in all the grammatical elements appeared to be omitting verbs, incorrect word choice which does not meet the meaning of the sentence, word order errors, spelling errors, the dual use of verbs like using be verb and general verb together.
Second, indirect corrective feedback itself produces positive impact on immediate grammatical error correction but had no effect of immediate grammatical error correction depending on the type of indirect corrective feedback, providing error code or underlining of error. Regardless of providing examples, there was no significant difference between the two different types of indirect corrective feedback which are underlining of error or error code in learners' immediate grammatical error correction. However, indirect corrective feedback itself was a significant factor which led to improvement delayed writing compared to pre-writing conducted before the experiment.
Third, there was an significant effect on learners' immediate grammatical error corrections when providing examples with indirect corrective feedback in most of the grammar elements. Regardless of types of indirect corrective feedback, there was a significant difference according to providing examples of correct language forms and providing examples was more effective in students’ immediate grammatical error correction.
Fourth, to provide indirect corrective feedback itself is effective for delayed grammatical error correction but to provide examples showed no significant effect. Regardless of the presence of examples, all classes which were provided with indirect corrective feedback show significant improvement in delayed post writing compared to pre writing before the experiment.
The results of the present study lead to the following suggestions for elementary English writing education. First, teaching the language form needs to be more enhanced. Teachers cannot teach the grammar explicitly in accordance with the elementary school English curriculum but there is a need to teach the knowledge of the right form associated with the target sentences listed in the curriculum. Second, it is necessary to be provided more writing experience itself which enables students to practice writing considering the different syntax elements. Finally, providing indirect corrective feedback can be also effective way to provide feedback to learners if learners have the ability to understand and follow.
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