The effect of direct and indirect written feedback on spelling in two different populations of efl/esl learners

84 páginas

Autores:
Lequerica, Stella
Tipo de recurso:
Fecha de publicación:
2018
Institución:
Universidad de la Sabana
Repositorio:
Repositorio Universidad de la Sabana
Idioma:
eng
OAI Identifier:
oai:intellectum.unisabana.edu.co:10818/34493
Acceso en línea:
http://hdl.handle.net/10818/34493
Palabra clave:
Inglés -- Estudio y enseñanza
Inglés -- Gramática
Inglés -- Ortografía y deletreo
Planificación educativa
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License
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id REPOUSABA2_49fd93e90d23e82f07dd907b83aa518b
oai_identifier_str oai:intellectum.unisabana.edu.co:10818/34493
network_acronym_str REPOUSABA2
network_name_str Repositorio Universidad de la Sabana
repository_id_str
dc.title.es_CO.fl_str_mv The effect of direct and indirect written feedback on spelling in two different populations of efl/esl learners
title The effect of direct and indirect written feedback on spelling in two different populations of efl/esl learners
spellingShingle The effect of direct and indirect written feedback on spelling in two different populations of efl/esl learners
Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
Inglés -- Estudio y enseñanza
Inglés -- Gramática
Inglés -- Ortografía y deletreo
Planificación educativa
title_short The effect of direct and indirect written feedback on spelling in two different populations of efl/esl learners
title_full The effect of direct and indirect written feedback on spelling in two different populations of efl/esl learners
title_fullStr The effect of direct and indirect written feedback on spelling in two different populations of efl/esl learners
title_full_unstemmed The effect of direct and indirect written feedback on spelling in two different populations of efl/esl learners
title_sort The effect of direct and indirect written feedback on spelling in two different populations of efl/esl learners
dc.creator.fl_str_mv Lequerica, Stella
author Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
author_facet Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
author_role author
dc.contributor.advisor.none.fl_str_mv Anderson, Carl Edlund
dc.contributor.author.none.fl_str_mv Lequerica, Stella
dc.contributor.author.fl_str_mv Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
dc.subject.es_CO.fl_str_mv Inglés -- Estudio y enseñanza
Inglés -- Gramática
Inglés -- Ortografía y deletreo
Planificación educativa
topic Inglés -- Estudio y enseñanza
Inglés -- Gramática
Inglés -- Ortografía y deletreo
Planificación educativa
description 84 páginas
publishDate 2018
dc.date.accessioned.none.fl_str_mv 2018-12-04T15:02:55Z
dc.date.available.none.fl_str_mv 2018-12-04T15:02:55Z
dc.date.issued.none.fl_str_mv 2018-10-09
dc.type.es_CO.fl_str_mv masterThesis
dc.type.coarversion.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_bdcc
dc.type.hasVersion.es_CO.fl_str_mv publishedVersion
dc.identifier.citation.none.fl_str_mv Amrhein, H. R., & Nassaji, H. (2010). Written corrective feedback: What do students prefer and why? Canadian Journal of Applied Linguistics, 13, 95–127.
Apel, K. (2011). What is orthographic knowledge? Language, Speech, and Hearing Services in School, 42, 592–603.
Bailey, K. (1991). The use of diary studies in teacher education programs. In J. Richards & D. Nunan (Eds.), Second language (pp. 215–226). Cambridge, UK: Cambridge University Press
Bailey, M. (1998). Learning about language assessment. Boston, MA: Heinle Cengage Learning.
Barkaoui, K. (2007). Revision in second language writing: What teachers need to know. TESL Canada Journal, 25(1), 81–92
Bates, L., Lane, J., & Lange, E. (1993). Writing clearly: Responding to ESL compositions. Boston, MA: Heinle & Heinle.
Beare, H., & Slaughter, R. (1993). Education for twenty first century. London, UK: Routledge.
Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of Second Language Writing, 17, 102–118.
Bitchener, J., & Ferris, D. R. (2012). Written corrective feedback in second language acquisition and writing. New York, NY: Routledge.
Bitchener, J., & Knoch, U. (2008a). The value of focused approach to written corrective feedback. ELT Journal, 63(3), 204–211.
Bitchener, J., & Knoch, U. (2008b). The value of written corrective feedback for migrant and international students. Language Teaching Journal, 12(3), 409–431
Bitchener, J., & Knoch, U. (2009). The relative effectiveness of different types of direct written corrective feedback. System, 37, 322–329.
Bitchener, J., & Knoch, U. (2010). The contributions of written corrective feedback to language development: A ten month investigation. Applied Linguistics, 31(2), 193–214.
Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 14(3), 191–205.
Bolger, D. J., Minas, J., Burman, D. D., & Brooth, J. (2008). Differential effects of orthography and phonological consistency in cortex for children with and without reading impairment. Neuropsychologia, 46(14), 3210–3224.
Brookhart, S., Moss, C., & Long, B. (2008). Formative assessment that empowers. Educational Leadership, 66, 55–57
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. (Second ed.). New York, NY: Longman
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Bruton, A. S. (2009). Improving accuracy is not the only reason for writing, and even if it were... System, 37(4), 600–613.
Burns, D. (2010). Doing action research in English language teaching. A guide for practitioners. New York, NY: Routledge.
Chan, J. C. Y., & Lam, S. (2010). Effects of different evaluative feedback on students’ self efficacy in learning. Instructional Science, 38(1), 37–58
Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12, 267– 296.
Conrad, N. J. (2008). From reading to spelling and spelling to reading: Transfer goes both ways. Journal of Educational Psychology, 100, 869–878.
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Cronnell, B. (1985). Language influences in the English writing of the third and sixth grade Mexican American students. Journal of Educational Research, 78(3), 168–173.
Crystal, D. (2003). English as a global language. Cambridge, UK: Cambridge University Press.
De Wet, K. (2010). The importance of ethical appraisal in social science research: Reviewing a faculty of humanities research committee. Journal of Academic Ethics, 8, 301–314.
Eales, F., Wilson, J., Clare, O., & Oakes, S. (2011). Speakout: Pre-intermediate. London, UK: Pearson Education.
Ehri, L. (1986). Sources of difficulty in learning to spell and read. Advances in Developmental and Behavioral Pediatrics, 7, 121–195.
Ellis, R. (1994). The study of second language acquisition. Oxford, UK: Oxford University Press
Ellis, R. (2008). A typology of written corrective feedback types. ELT Journal, 28(2), 97–107.
Ellis, R., & Barkhuizen, G. (2005). Analyzing learner language. Oxford, UK: Oxford University Press.
Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28(2), 339–368.
Evans, W. N., Hartshorn, K. J., McCollum, R. M., & Wolfersbeger, M. (2010). Contextualizing corrective feedback in second language writing pedagogy. Language Teaching Research, 14(4), 445–463.
Fashola, O., Drum, P., Mayer, R., & Kang, S. (1996). A cognitive theory of orthographic transitioning: Predictable errors in how Spanish speaking children spell English words. American Educational Research Journal, 33(4), 825–843.
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dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/10818/34493
dc.identifier.local.none.fl_str_mv 270058
TE09902
identifier_str_mv Amrhein, H. R., & Nassaji, H. (2010). Written corrective feedback: What do students prefer and why? Canadian Journal of Applied Linguistics, 13, 95–127.
Apel, K. (2011). What is orthographic knowledge? Language, Speech, and Hearing Services in School, 42, 592–603.
Bailey, K. (1991). The use of diary studies in teacher education programs. In J. Richards & D. Nunan (Eds.), Second language (pp. 215–226). Cambridge, UK: Cambridge University Press
Bailey, M. (1998). Learning about language assessment. Boston, MA: Heinle Cengage Learning.
Barkaoui, K. (2007). Revision in second language writing: What teachers need to know. TESL Canada Journal, 25(1), 81–92
Bates, L., Lane, J., & Lange, E. (1993). Writing clearly: Responding to ESL compositions. Boston, MA: Heinle & Heinle.
Beare, H., & Slaughter, R. (1993). Education for twenty first century. London, UK: Routledge.
Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of Second Language Writing, 17, 102–118.
Bitchener, J., & Ferris, D. R. (2012). Written corrective feedback in second language acquisition and writing. New York, NY: Routledge.
Bitchener, J., & Knoch, U. (2008a). The value of focused approach to written corrective feedback. ELT Journal, 63(3), 204–211.
Bitchener, J., & Knoch, U. (2008b). The value of written corrective feedback for migrant and international students. Language Teaching Journal, 12(3), 409–431
Bitchener, J., & Knoch, U. (2009). The relative effectiveness of different types of direct written corrective feedback. System, 37, 322–329.
Bitchener, J., & Knoch, U. (2010). The contributions of written corrective feedback to language development: A ten month investigation. Applied Linguistics, 31(2), 193–214.
Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 14(3), 191–205.
Bolger, D. J., Minas, J., Burman, D. D., & Brooth, J. (2008). Differential effects of orthography and phonological consistency in cortex for children with and without reading impairment. Neuropsychologia, 46(14), 3210–3224.
Brookhart, S., Moss, C., & Long, B. (2008). Formative assessment that empowers. Educational Leadership, 66, 55–57
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. (Second ed.). New York, NY: Longman
Brown, J. D. (2005). Testing in language programs. A comprehensive guide to English language assessment. New York, NY: McGraw Hill.
Bruton, A. S. (2009). Improving accuracy is not the only reason for writing, and even if it were... System, 37(4), 600–613.
Burns, D. (2010). Doing action research in English language teaching. A guide for practitioners. New York, NY: Routledge.
Chan, J. C. Y., & Lam, S. (2010). Effects of different evaluative feedback on students’ self efficacy in learning. Instructional Science, 38(1), 37–58
Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12, 267– 296.
Conrad, N. J. (2008). From reading to spelling and spelling to reading: Transfer goes both ways. Journal of Educational Psychology, 100, 869–878.
Council of Europe. (2001). Common European framework of reference for languages: Learning, reaching, assessment. Cambridge, UK: Cambridge University Press. Retrieved from https://www.coe.int/t/dg4/linguistic/source/framework_en.pdf
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL Content language integrated learning. Cambridge, UK: Cambridge University Press.
Cronnell, B. (1985). Language influences in the English writing of the third and sixth grade Mexican American students. Journal of Educational Research, 78(3), 168–173.
Crystal, D. (2003). English as a global language. Cambridge, UK: Cambridge University Press.
De Wet, K. (2010). The importance of ethical appraisal in social science research: Reviewing a faculty of humanities research committee. Journal of Academic Ethics, 8, 301–314.
Eales, F., Wilson, J., Clare, O., & Oakes, S. (2011). Speakout: Pre-intermediate. London, UK: Pearson Education.
Ehri, L. (1986). Sources of difficulty in learning to spell and read. Advances in Developmental and Behavioral Pediatrics, 7, 121–195.
Ellis, R. (1994). The study of second language acquisition. Oxford, UK: Oxford University Press
Ellis, R. (2008). A typology of written corrective feedback types. ELT Journal, 28(2), 97–107.
Ellis, R., & Barkhuizen, G. (2005). Analyzing learner language. Oxford, UK: Oxford University Press.
Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28(2), 339–368.
Evans, W. N., Hartshorn, K. J., McCollum, R. M., & Wolfersbeger, M. (2010). Contextualizing corrective feedback in second language writing pedagogy. Language Teaching Research, 14(4), 445–463.
Fashola, O., Drum, P., Mayer, R., & Kang, S. (1996). A cognitive theory of orthographic transitioning: Predictable errors in how Spanish speaking children spell English words. American Educational Research Journal, 33(4), 825–843.
Fazio, L. L. (2001). The effects of corrections and commentaries on the journal writings of minority and majority language students. Journal of Second Language Writing, 10, 235– 249.
Ferris, D. (2004). The “grammar correction” debate in L2 writing: A response to Truscott (1996). Journal of Second Language Writing, 13, 49–62
Ferris, D. R. (1999). The case for grammar correction in L2 classes. A response to Truscott. Journal of Second Language Writing, 8(1), 1–11
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Report from “The Gulbenkian Commission of the Restructuring of the Social Sciences.” Copenhagen, Denmark: Roskilde Universitetsforlag.Wiggins, G. (1997, June). Feedback: How learning occurs. Paper presented at the American Association of Higher Education Conference on Assessment Quality, Miami Beach, FLWiggins, G., & McTighe, J. (2006). Understanding by design. A framework for effecting curriculum assessment. Alexandria, VA: ASCD (Association for Supervision and Curriculum Development).http://hdl.handle.net/10818/34493270058TE0990284 páginasThis study focused on observing and analyzing the highly form-specific issue of accurate spelling by Spanish L1 learners of English with the purpose of contributing to the ongoing debate on feedback’s relative efficacy, centered upon whether errors should be corrected or not and on whether feedback is effective or not. The treatment of direct and indirect written corrective feedback (WCF) was applied to spelling errors in learners of two distinct populations. An experimental action research design was appropriate to the study’s comparison of the two types of written corrective feedback, direct and indirect, on learners’ errors to determine their relative efficacy; and this research design permitted the establishment of relationships between the feedback treatment (direct or indirect) and spelling outcomes. The results indicated no statistically significant differences between and within groups among the two populations, suggesting that there are still no simple answers regarding feedback’s effectiveness. However, although many feedback studies give limited attention to the effects of language learners’ preexisting (L1) schemata, patterns in the spelling errors produced by the participants in the present study suggest that further work on the efficacy of feedback should indeed consider such issues more explicitly, as future research should consider not merely whether feedback can be valuable but how contextual factors can affect what kind of feedback (and responding to what in the learner) may be most valuable.application/pdfengUniversidad de La SabanaMaestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje AutónomoDepartamento de Lenguas y Culturas ExtranjerasAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2Universidad de La SabanaIntellectum Repositorio Universidad de La SabanaInglés -- Estudio y enseñanzaInglés -- GramáticaInglés -- Ortografía y deletreoPlanificación educativaThe effect of direct and indirect written feedback on spelling in two different populations of efl/esl learnersmasterThesispublishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_bdccCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805https://intellectum.unisabana.edu.co/bitstream/10818/34493/2/license_rdf4460e5956bc1d1639be9ae6146a50347MD52Autorización 1.pdfAutorización 1.pdfCarta 1application/pdf783295https://intellectum.unisabana.edu.co/bitstream/10818/34493/4/Autorizaci%c3%b3n%201.pdfa9bb000458a0f3384413240578a732b5MD54Autorización 2.pdfAutorización 2.pdfCarta 2application/pdf536898https://intellectum.unisabana.edu.co/bitstream/10818/34493/5/Autorizaci%c3%b3n%202.pdf7f7eb6140346a027a51f1b2996fb19a1MD55LICENSElicense.txtlicense.txttext/plain; charset=utf-8498https://intellectum.unisabana.edu.co/bitstream/10818/34493/3/license.txtf52a2cfd4df262e08e9b300d62c85cabMD53TEXTStella Lequerica - Final Thesis Report Revised SC (Stella Lequerica Araujo)x.pdf.txtStella Lequerica - Final Thesis Report Revised SC (Stella Lequerica Araujo)x.pdf.txtExtracted texttext/plain153411https://intellectum.unisabana.edu.co/bitstream/10818/34493/6/Stella%20Lequerica%20-%20Final%20Thesis%20Report%20Revised%20SC%20%28Stella%20Lequerica%20Araujo%29x.pdf.txtc90b701e4ad871d30ff7e9a940af8f97MD56ORIGINALStella Lequerica - Final Thesis Report Revised SC (Stella Lequerica Araujo)x.pdfStella Lequerica - Final Thesis Report Revised SC (Stella Lequerica Araujo)x.pdfVer documento en PDFapplication/pdf778285https://intellectum.unisabana.edu.co/bitstream/10818/34493/1/Stella%20Lequerica%20-%20Final%20Thesis%20Report%20Revised%20SC%20%28Stella%20Lequerica%20Araujo%29x.pdf3ead55a9544762a9229c026823672a5eMD5110818/34493oai:intellectum.unisabana.edu.co:10818/344932019-12-10 14:21:26.112Intellectum Universidad de la Sabanacontactointellectum@unisabana.edu.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