Publication: Effects of Students’ Engagement on Written Corrective Feedback on Writing Quality
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2016
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en
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2286-9867
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item.page.harrt.identifier.callno
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APHEIT International Journal
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5
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2
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40
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54
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Effects of Students’ Engagement on Written Corrective Feedback on Writing Quality
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Abstract
This quasi-experimental study sought to determine whether students’ engagement with written corrective feedback had an impact on their writing quality. In an intact freshman English composition course, students were introduced to two types of feedback, which were direct feedback and metalinguistic feedback. These two feedback types were chosen due to the positive results seen in past studies. Having familiarized themselves with these types of feedback, students chose which feedback they preferred. There was a total of three groups: two treatment groups that received direct and metalinguistic feedback, while the third group, a control group, received no feedback. The focus of the feedback was on the English article system, and students’ use of English articles was examined over three drafts. Descriptive statistics was used, and there was no significant difference among the three groups. Nonetheless, there appeared to be a general trend of improvement when analyzing individual progress. This finding may be indicative of how engagement with feedback is inherently different among individual learners.