Focused explicit written corrective feedback : improving EFL learners written production.

This study investigates the effects of Focused Explicit Written Corrective Feedback (WCF) on the written production of 10th-grade EFL students at Liceo Femenino Mercedes Nariño. Through a mixed-methods approach, the research analyzes both quantitative data from students' writing tasks and quali...

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Autores:
Ostos Carrillo, Juan Diego
Tipo de recurso:
Trabajo de grado de pregrado
Fecha de publicación:
2024
Institución:
Universidad Pedagógica Nacional
Repositorio:
Repositorio Institucional UPN
Idioma:
eng
OAI Identifier:
oai:repository.pedagogica.edu.co:20.500.12209/20409
Acceso en línea:
http://hdl.handle.net/20.500.12209/20409
Palabra clave:
Retroalimentación enfocada
Retroalimentación explícita
Precisión gramatical
Retroalimentación correctiva
Aprendizaje de idiomas
Enseñanza de idiomas
Producción escrita
Focused feedback
Explicit feedback
Grammar accuracy
Corrective feedback
Language learning
Language teaching
Written production
Rights
openAccess
License
https://creativecommons.org/licenses/by-nc-nd/4.0/
id RPEDAGO2_1aa8ebb0f0ef04d0ce5d1ae49c8e6b82
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network_acronym_str RPEDAGO2
network_name_str Repositorio Institucional UPN
repository_id_str
dc.title.spa.fl_str_mv Focused explicit written corrective feedback : improving EFL learners written production.
dc.title.translated.eng.fl_str_mv Focused explicit written corrective feedback: improving EFL learners written production.
title Focused explicit written corrective feedback : improving EFL learners written production.
spellingShingle Focused explicit written corrective feedback : improving EFL learners written production.
Retroalimentación enfocada
Retroalimentación explícita
Precisión gramatical
Retroalimentación correctiva
Aprendizaje de idiomas
Enseñanza de idiomas
Producción escrita
Focused feedback
Explicit feedback
Grammar accuracy
Corrective feedback
Language learning
Language teaching
Written production
title_short Focused explicit written corrective feedback : improving EFL learners written production.
title_full Focused explicit written corrective feedback : improving EFL learners written production.
title_fullStr Focused explicit written corrective feedback : improving EFL learners written production.
title_full_unstemmed Focused explicit written corrective feedback : improving EFL learners written production.
title_sort Focused explicit written corrective feedback : improving EFL learners written production.
dc.creator.fl_str_mv Ostos Carrillo, Juan Diego
dc.contributor.advisor.spa.fl_str_mv Montaño Moreno, Johanna
dc.contributor.author.none.fl_str_mv Ostos Carrillo, Juan Diego
dc.subject.spa.fl_str_mv Retroalimentación enfocada
Retroalimentación explícita
Precisión gramatical
Retroalimentación correctiva
Aprendizaje de idiomas
Enseñanza de idiomas
Producción escrita
topic Retroalimentación enfocada
Retroalimentación explícita
Precisión gramatical
Retroalimentación correctiva
Aprendizaje de idiomas
Enseñanza de idiomas
Producción escrita
Focused feedback
Explicit feedback
Grammar accuracy
Corrective feedback
Language learning
Language teaching
Written production
dc.subject.keywords.eng.fl_str_mv Focused feedback
Explicit feedback
Grammar accuracy
Corrective feedback
Language learning
Language teaching
Written production
description This study investigates the effects of Focused Explicit Written Corrective Feedback (WCF) on the written production of 10th-grade EFL students at Liceo Femenino Mercedes Nariño. Through a mixed-methods approach, the research analyzes both quantitative data from students' writing tasks and qualitative data from questionnaires and interviews. The study involved 16 students, who completed a series of writing tasks over three months. Each task received feedback focusing on specific grammatical issues such as modal verbs, quantifiers, and simple past tense. The results demonstrated a reduction in the number of grammatical errors over time, with most students showing improvement in their writing accuracy. Interviews and questionnaires revealed that WCF impacted students' self-perception and motivation towards writing in English mostly in a positive way. The study highlights the benefits of providing Focused Explicit Written Corrective Feedback, while also acknowledging the challenges some students face in fully integrating it into their learning processes.
publishDate 2024
dc.date.accessioned.none.fl_str_mv 2024-12-11T19:50:34Z
dc.date.available.none.fl_str_mv 2024-12-11T19:50:34Z
dc.date.issued.none.fl_str_mv 2024
dc.type.local.spa.fl_str_mv Tesis/Trabajo de grado - Monografía - Pregrado
dc.type.coar.eng.fl_str_mv http://purl.org/coar/resource_type/c_7a1f
dc.type.driver.eng.fl_str_mv info:eu-repo/semantics/bachelorThesis
format http://purl.org/coar/resource_type/c_7a1f
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/20.500.12209/20409
dc.identifier.instname.spa.fl_str_mv instname:Universidad Pedagógica Nacional
dc.identifier.reponame.spa.fl_str_mv reponame: Repositorio Institucional UPN
dc.identifier.repourl.none.fl_str_mv repourl: http://repositorio.pedagogica.edu.co/
url http://hdl.handle.net/20.500.12209/20409
identifier_str_mv instname:Universidad Pedagógica Nacional
reponame: Repositorio Institucional UPN
repourl: http://repositorio.pedagogica.edu.co/
dc.language.iso.spa.fl_str_mv eng
language eng
dc.relation.references.spa.fl_str_mv Acharya, A., Prakash, A., Saxena, P., & Nigam, A. (2013). Sampling: Why and how of it? Indian Journal of Medical Specialties, 4(2), 330-333.
Agustin, M.(2011). Lexical errors and accuracy in foreign language writing. Multilingual Matters.
Alimohammadi, B., & Nejadansari, D. (2014). Written corrective feedback: Focused and unfocused. Theory and practice in language studies, 4(3). https://doi.org/10.4304/tpls.4.3.581-587
Araghi, S., & Sahebkheir, F. (2014). The effect of focused versus unfocused corrective feedback on developing grammatical accuracy of Iranian EFL learners’ written performance within different gender groups. Indian Journal of Fundamental and Applied Life Sciences, 4(S3), 720–729. Retrieved from http://www.cibtech.org/sp.ed/jls/2014/03/jls.htm
Ashwell, T. (2000). Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method? Journal of Second Language Writing, 9(3), 227–258.
Barabasheva, I. (2021). Feedback As a Means Of Motivation In Foreign Language Teaching. In O. Kolmakova, O. Boginskaya, & S. Grichin (Eds.), Language and Technology in the Interdisciplinary Paradigm, vol 118. European Proceedings of Social and Behavioural Sciences (pp. 221-227). European Publisher.
Bitchener, J. & Ferris, D. (2012). Written Corrective Feedback in Second Language Acquisition and Writing.
Blanco, C. (2022, 8 Junio). 10 things all languages have in common. Recuperado 5 de octubre de 2024. https://blog.duolingo.com/language-similarities/#:~:text=3.,and%20languages%20from%20every%20continent.
British Educational Research Association. (2018). Ethical guidelines for educational research (4th ed.). London, UK: Author.
Borko, H., Kuffner, K., Arnold, S., Creighton, L., Stecher, B., Martinez, F., Barnes, D., & Gilbert, M. L. (2007). Using artifacts to describe instruction: Lessons learned from studying reform-oriented instruction in middle school mathematics and science (CRESST Technical Report). CRESST/University of Colorado, Boulder & RAND.
Burns, A. (2010). Doing Action Research in Language Teaching: A Guide for Practitioners.
Cambridge University Press. (2020). Giving feedback to language learners [Cambridge Papers in ELT Series]. Retrieved from https://www.cambridge.org/us/files/4415/8594/0876/Giving_Feedback_minipaper_O NLINE.pdf
Carey, B. (2014). How we learn: The surprising truth about when, where, and why it happens. Random House.
Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. London: Falmer.
Carroll, S., & Swain, M. (1993). Explicit and implicit negative feedback: An empirical study of the learning of linguistic generalization. Studies in Second Language Acquisition, 15(3), 357–386. https://doi.org/10.1017/S0272263100012158
Casanave, C. (1994). Language development in students’ journals. Journal of Second Language Writing, 3(3) 179-201. [ Links]
Çinar, S. (2017). The Efficacy of Corrective Feedback on L2 Writings of EFL Students. European Journal of Language and Literature Studies, 3(2), N 2411-4103. https://revistia.org/files/articles/ejls_v3_i2_17/Senanur.pdf
Clear, J. (2018). Atomic Habits: an easy & proven way to build good habits & break bad ones (PDF ed.). New York: Avery.
Creswell, J. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). Sage Publications.
Creswell, J., and Vicki L. Plano, C. Designing and Conducting Mixed Methods Research. 3rd ed., SAGE Publications, 2017.
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Correa, R. Martínez-Fuentealba, M. Molina de la Barra, M. Silva-Roja, J. & Torres- Cisternas, M. (2013). The Impact of Explicit Feedback on EFL High School Students Engaged in Writing Tasks.
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Saeedakhtar A, Abdi R, Akbari A. The Effect of Focused and Unfocused Written Corrective Feedback on the Accuracy of Iranian learners’ Simple Past Tense. LRR 2021; 12 (1) :43-80
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Sheen, Y., Wright, D., & Moldawa, A. (2009). Differential effects of focused and unfocused written correction on the accurate use of grammatical forms by adult ESL learners. System, 37(4), 556–569. https://doi.org/10.1016/j.system.2009.09.002
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spelling Montaño Moreno, JohannaOstos Carrillo, Juan DiegoBogotáBogotá, Colombia - 2023-2024.2024-12-11T19:50:34Z2024-12-11T19:50:34Z2024http://hdl.handle.net/20.500.12209/20409instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/This study investigates the effects of Focused Explicit Written Corrective Feedback (WCF) on the written production of 10th-grade EFL students at Liceo Femenino Mercedes Nariño. Through a mixed-methods approach, the research analyzes both quantitative data from students' writing tasks and qualitative data from questionnaires and interviews. The study involved 16 students, who completed a series of writing tasks over three months. Each task received feedback focusing on specific grammatical issues such as modal verbs, quantifiers, and simple past tense. The results demonstrated a reduction in the number of grammatical errors over time, with most students showing improvement in their writing accuracy. Interviews and questionnaires revealed that WCF impacted students' self-perception and motivation towards writing in English mostly in a positive way. The study highlights the benefits of providing Focused Explicit Written Corrective Feedback, while also acknowledging the challenges some students face in fully integrating it into their learning processes.Submitted by Juan Ostos (jostosc@upn.edu.co) on 2024-11-29T22:59:53Z No. of bitstreams: 2 Feedback research Juan Ostos.pdf: 3734015 bytes, checksum: 258e07c2a3aef16afdb503294c70dd26 (MD5) consentimiento.pdf: 1451162 bytes, checksum: 954d4765aa69104a8175111a47f142c1 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2024-11-30T14:43:50Z (GMT) No. of bitstreams: 2 Feedback research Juan Ostos.pdf: 3734015 bytes, checksum: 258e07c2a3aef16afdb503294c70dd26 (MD5) consentimiento.pdf: 1451162 bytes, checksum: 954d4765aa69104a8175111a47f142c1 (MD5)Approved for entry into archive by Luz Aida Quijano Celeita (laquijanoc@upn.edu.co) on 2024-12-11T19:50:34Z (GMT) No. of bitstreams: 2 Feedback research Juan Ostos.pdf: 3734015 bytes, checksum: 258e07c2a3aef16afdb503294c70dd26 (MD5) consentimiento.pdf: 1451162 bytes, checksum: 954d4765aa69104a8175111a47f142c1 (MD5)Made available in DSpace on 2024-12-11T19:50:34Z (GMT). No. of bitstreams: 2 Feedback research Juan Ostos.pdf: 3734015 bytes, checksum: 258e07c2a3aef16afdb503294c70dd26 (MD5) consentimiento.pdf: 1451162 bytes, checksum: 954d4765aa69104a8175111a47f142c1 (MD5) Previous issue date: 2024Universidad Pedagogica NacionalLicenciado en Español y Lenguas ExtranjerasPregradoEste estudio investiga los efectos de la Retroalimentación Correctiva Escrita Explícita y Enfocada (WCF, por sus siglas en inglés) en la producción escrita de estudiantes de inglés de décimo grado en el Liceo Femenino Mercedes Nariño. A través de un enfoque de métodos mixtos, la investigación analiza tanto datos cuantitativos de las tareas escritas de los estudiantes como datos cualitativos de cuestionarios y entrevistas. El estudio incluyó a 16 estudiantes, quienes completaron una serie de tareas de escritura a lo largo de tres meses. Cada tarea recibió retroalimentación enfocándose en problemas gramaticales específicos como los verbos modales, cuantificadores y el tiempo pasado simple. Los resultados demostraron una reducción en la cantidad de errores gramaticales a lo largo del tiempo, con la mayoría de los estudiantes mostrando una mejora en la precisión de su escritura. Las entrevistas y cuestionarios revelaron que el WCF tuvo un impacto mayormente positivo en la autopercepción y la motivación de los estudiantes para mejorar su escritura. El estudio destaca los beneficios de proporcionar retroalimentación explícita y enfocada, al tiempo que reconoce los desafíos que algunos estudiantes enfrentan para integrar plenamente la retroalimentación en sus procesos de aprendizaje.application/pdfengUniversidad Pedagógica NacionalLicenciatura en Español y Lenguas ExtranjerasFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalRetroalimentación enfocadaRetroalimentación explícitaPrecisión gramaticalRetroalimentación correctivaAprendizaje de idiomasEnseñanza de idiomasProducción escritaFocused feedbackExplicit feedbackGrammar accuracyCorrective feedbackLanguage learningLanguage teachingWritten productionFocused explicit written corrective feedback : improving EFL learners written production.Focused explicit written corrective feedback: improving EFL learners written production.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAcharya, A., Prakash, A., Saxena, P., & Nigam, A. (2013). Sampling: Why and how of it? Indian Journal of Medical Specialties, 4(2), 330-333.Agustin, M.(2011). Lexical errors and accuracy in foreign language writing. Multilingual Matters.Alimohammadi, B., & Nejadansari, D. (2014). Written corrective feedback: Focused and unfocused. Theory and practice in language studies, 4(3). https://doi.org/10.4304/tpls.4.3.581-587Araghi, S., & Sahebkheir, F. (2014). The effect of focused versus unfocused corrective feedback on developing grammatical accuracy of Iranian EFL learners’ written performance within different gender groups. Indian Journal of Fundamental and Applied Life Sciences, 4(S3), 720–729. Retrieved from http://www.cibtech.org/sp.ed/jls/2014/03/jls.htmAshwell, T. (2000). Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method? Journal of Second Language Writing, 9(3), 227–258.Barabasheva, I. (2021). Feedback As a Means Of Motivation In Foreign Language Teaching. In O. Kolmakova, O. Boginskaya, & S. Grichin (Eds.), Language and Technology in the Interdisciplinary Paradigm, vol 118. European Proceedings of Social and Behavioural Sciences (pp. 221-227). European Publisher.Bitchener, J. & Ferris, D. (2012). Written Corrective Feedback in Second Language Acquisition and Writing.Blanco, C. (2022, 8 Junio). 10 things all languages have in common. Recuperado 5 de octubre de 2024. https://blog.duolingo.com/language-similarities/#:~:text=3.,and%20languages%20from%20every%20continent.British Educational Research Association. (2018). Ethical guidelines for educational research (4th ed.). London, UK: Author.Borko, H., Kuffner, K., Arnold, S., Creighton, L., Stecher, B., Martinez, F., Barnes, D., & Gilbert, M. L. (2007). Using artifacts to describe instruction: Lessons learned from studying reform-oriented instruction in middle school mathematics and science (CRESST Technical Report). CRESST/University of Colorado, Boulder & RAND.Burns, A. (2010). Doing Action Research in Language Teaching: A Guide for Practitioners.Cambridge University Press. (2020). Giving feedback to language learners [Cambridge Papers in ELT Series]. Retrieved from https://www.cambridge.org/us/files/4415/8594/0876/Giving_Feedback_minipaper_O NLINE.pdfCarey, B. (2014). How we learn: The surprising truth about when, where, and why it happens. Random House.Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. London: Falmer.Carroll, S., & Swain, M. (1993). Explicit and implicit negative feedback: An empirical study of the learning of linguistic generalization. Studies in Second Language Acquisition, 15(3), 357–386. https://doi.org/10.1017/S0272263100012158Casanave, C. (1994). Language development in students’ journals. Journal of Second Language Writing, 3(3) 179-201. [ Links]Çinar, S. (2017). The Efficacy of Corrective Feedback on L2 Writings of EFL Students. European Journal of Language and Literature Studies, 3(2), N 2411-4103. https://revistia.org/files/articles/ejls_v3_i2_17/Senanur.pdfClear, J. (2018). Atomic Habits: an easy & proven way to build good habits & break bad ones (PDF ed.). New York: Avery.Creswell, J. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). Sage Publications.Creswell, J., and Vicki L. Plano, C. Designing and Conducting Mixed Methods Research. 3rd ed., SAGE Publications, 2017.Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.Conference of Modern Languages of the Council of Europe (2001). Common European Framework of Reference for Languages: Companion volume. Cambridge University Press.Conference of Modern Languages of the Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge University Press.Corder, S. (1967). 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DOI: 10.1016/j.jslw.2017.01.004Zeitlhofer, I., Hörmann, S., Mann, B., Hallinger, K., & Zumbach, J. (2023). Effects of cognitive and metacognitive prompts on learning performance in digital learning environments. 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