1. Error Feedback in Writing

2. Error Feedback in Writing
Overview of feedback in Learning Theory & Instructional Design
The debate on Effectiveness or Ineffectiveness of Error Feedback
Which errors should we correct?
How we carry out Error Feedback?

3. Error Feedback in Writing
2. The debate on Effectiveness or
Ineffectiveness of Error Feedback
4. Which errors should we correct?
5. How should we carry out Error Feedback?

4. Error Feedback in Writing
Definition
It refers to written corrective feedback on student writing in terms of grammatical accuracy and writing quality (Zamel, 1985).

5. Error Feedback in Writing
2. Is Error Feedback effective?
YES…
Feedback on student writing can make learning more effective, as noted by Cardelle and Corno (1981), the more feedback students receive of their performance the better they understand what they need to do to correct their mistakes.

6. Error Feedback in Writing
2. Is Error Feedback effective?
YES…
The understanding of why they made mistakes and how to correct such mistakes helps students correct their mistakes and increase their achievement (Kulhavy, 1977).

7. Error Feedback in Writing
2. Is Error Feedback effective?
YES…
Carless (2006) confirms that students who receive feedback during the writing process have a clearer sense of how well they are performing and what they need to do to improve.

8. Error Feedback in Writing
2. Is Error Feedback effective?
YES…
Feedback can also modify students’ thinking or behaviour towards their work and focus their attention on the purpose of writing.

9. Error Feedback in Writing
2. Is Error Feedback effective?
YES…
According to Ashwell (2000) and Lamberg (1980), feedback can increase students’ attention on the subject they are writing. The increase of attention will lead to writing improvement which can be defined as a gain in accuracy in both form and content of writing.

10. Error Feedback in Writing
2. Is Error Feedback effective?
NO…
A number of research studies (Kepner 1991; Leki 1990;
Polio et al 1998) and certain scholars such as Truscott
(1996) and Zamel (1985) assert that error correction
doesn’t work, that students don’t necessarily become
better writers when teachers correct
their mistakes.

11. Error Feedback in Writing
2. Is Error Feedback effective?
NO…
Truscott (1996) adamantly holds that feedback, in the form of grammatical error correction, is neither effective nor useful.
Truscott argues that error correction is not only ineffective in improving student writing, he believes that it is significantly harmful.

12. Error Feedback in Writing
2. Is Error Feedback effective?
NO…
According to Truscott (1996), ‘veteran teachers know that there
is little direct connection between correction and learning. Often
a student will repeat the same mistake over and over again, even
after being corrected many times. When this occurs, it is tempting
for the teacher to say the student is not attentive or lazy; however,
the pervasiveness of the phenomenon, even with successful
students, argues against any such explanation. Rather the teacher
should conclude that correction simply is not effective.’
(p.341)

13. Error Feedback in Writing
4. Which errors should we correct?
‘It is important for teachers to be selective in addressing students’ written errors. Errors that should receive the greatest attention should include serious (“global”) errors that interfere with the comprehensibility of the text, stigmatizing errors that most disturb [native speaker] audiences, and the student’s most frequent errors.’ (Ferris & Hedgcock 1998: 202) …

14. Error Feedback in Writing
4. Which errors should we correct?
In other words, teachers shouldn’t try to correct every error…
Ferris & Hedgcock claim it is important to correct only the most important errors, because teachers have neither the time nor the patience to correct everything:
‘Dealing with student errors in written work can be tedious, tiring, and frustrating. This is no doubt why researchers have found that teachers are often erratic and even inaccurate in providing grammar feedback on student writing.’ (p.209)

15. Error Feedback in Writing
5. How do we carry out Error Feedback?
There are TWO different methods of correcting writing:
Direct correction, where the teacher writes what the student should have written;
Indirect correction, where the teacher gives the student a clue where / what the error is, but doesn’t provide the correction.

16. Error Feedback in Writing
5. How do we carry out Error Feedback?
According to Ferris & Hedgcock (1998: 202),
‘Except for students at very beginning levels of language proficiency, direct correction techniques … are not effective or appropriate. Indirect techniques, such as noting the location and / or type of error and asking students to find and correct their own errors, are most effective for intermediate to advanced students.’

17. Error Feedback in Writing
5. How do we carry out Error Feedback?
As Bitchener & Knoch (2010) point out, however, research comparing the efficacy of direct and indirect correction has produced contradictory results: some work suggests indirect error correction may work better, while other studies report both direct and indirect correction works equally well.

18. Error Feedback in Writing
5. How do we carry out Error Feedback?
Perhaps as Van Beuningen, De Jong, & Kuiken (2012) suggest, different kinds of correction work best for different errors (direct for grammatical, indirect for non-grammatical)

19. Error Feedback in Writing
5. How do we carry out Error Feedback?
Teachers need to pay attention to several principles of corrective feedback that are largely acknowledged in recent literature as pointed out by Lee (2008).
First, in terms of long-term writing development, indirect feedback is regarded as more beneficial to student writers than direct feedback (Ferris, 2003; Ferris & Roberts, 2001; Frantzen, 1995; Lalande, 1982).

20. Error Feedback in Writing
5. How do we carry out Error Feedback?
Second, when codes are used in indirect feedback, teachers are recommended to use consistent coded feedback that is supported by systematic grammar instruction as codes in feedback provision can be confusing for both teachers and students (Ferris, 2002; Robb et al., 1986).

21. Error Feedback in Writing
5. How do we carry out Error Feedback?
Third, corrective feedback should be specific on limited significant structures (Montello, 1997) and focusing on selective errors is generally more productive than correcting all errors because comprehensive error correction can be exhausting and overwhelming for both teachers and students (Lee, 2008).

22. Error Feedback in Writing