CORRECTIVE FEEDBACK AND WRITING ACCURACY OF STUDENTS ACROSS DIFFERENT LEVELS OF GRAMMATICAL SENSITIVITY
This study investigates whether indirect corrective feedback is effective on students’ writing accuracy and whether there is any interaction between corrective feedback and students’ levels of grammatical sensitivity. A quasi-factorial design was adopted for this research. The subjects of the study...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Universitas Pendidikan Indonesia
2016-07-01
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| Series: | Indonesian Journal of Applied Linguistics |
| Subjects: | |
| Online Access: | http://ejournal.upi.edu/index.php/IJAL/article/view/2642 |
| _version_ | 1818942749441785856 |
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| author | Ayu Rizki Septiana Gunadi Harry Sulistyo A. Effendi Kadarisman |
| author_facet | Ayu Rizki Septiana Gunadi Harry Sulistyo A. Effendi Kadarisman |
| author_sort | Ayu Rizki Septiana |
| collection | DOAJ |
| description | This study investigates whether indirect corrective feedback is effective on students’ writing accuracy and whether there is any interaction between corrective feedback and students’ levels of grammatical sensitivity. A quasi-factorial design was adopted for this research. The subjects of the study were fourth-semester students of English Department, at a State University in Malang, selected randomly. The experimental group was treated with indirect corrective feedback and the control group with direct corrective feedback. A parametric statistical test, ANCOVA, was used to test the hypotheses. The findings show that there was no statistical difference on writing accuracy between the experimental and control groups. Yet, among students with a high level of grammatical sensitivity, there was significant difference in writing accuracy between those given indirect and direct corrective feedback. Further, there was no interaction between corrective feedback on writing accuracy and students’ levels of grammatical sensitivity. However, indirect corrective feedback improved students’ writing accuracy better than direct corrective feedback. |
| first_indexed | 2024-12-20T07:16:23Z |
| format | Article |
| id | doaj.art-ee413a6cdd404b89a704bc7c69639499 |
| institution | Directory Open Access Journal |
| issn | 2301-9468 2502-6747 |
| language | English |
| last_indexed | 2024-12-20T07:16:23Z |
| publishDate | 2016-07-01 |
| publisher | Universitas Pendidikan Indonesia |
| record_format | Article |
| series | Indonesian Journal of Applied Linguistics |
| spelling | doaj.art-ee413a6cdd404b89a704bc7c696394992022-12-21T19:48:47ZengUniversitas Pendidikan IndonesiaIndonesian Journal of Applied Linguistics2301-94682502-67472016-07-016111110.17509/ijal.v6i1.26422030CORRECTIVE FEEDBACK AND WRITING ACCURACY OF STUDENTS ACROSS DIFFERENT LEVELS OF GRAMMATICAL SENSITIVITYAyu Rizki Septiana0Gunadi Harry Sulistyo1A. Effendi Kadarisman2Graduate Program in English Language Teaching State University of MalangGraduate Program in English Language Teaching State University of MalangGraduate Program in English Language Teaching State University of MalangThis study investigates whether indirect corrective feedback is effective on students’ writing accuracy and whether there is any interaction between corrective feedback and students’ levels of grammatical sensitivity. A quasi-factorial design was adopted for this research. The subjects of the study were fourth-semester students of English Department, at a State University in Malang, selected randomly. The experimental group was treated with indirect corrective feedback and the control group with direct corrective feedback. A parametric statistical test, ANCOVA, was used to test the hypotheses. The findings show that there was no statistical difference on writing accuracy between the experimental and control groups. Yet, among students with a high level of grammatical sensitivity, there was significant difference in writing accuracy between those given indirect and direct corrective feedback. Further, there was no interaction between corrective feedback on writing accuracy and students’ levels of grammatical sensitivity. However, indirect corrective feedback improved students’ writing accuracy better than direct corrective feedback.http://ejournal.upi.edu/index.php/IJAL/article/view/2642indirect corrective feedback, direct corrective feedback, grammatical sensitivity, writing accuracy |
| spellingShingle | Ayu Rizki Septiana Gunadi Harry Sulistyo A. Effendi Kadarisman CORRECTIVE FEEDBACK AND WRITING ACCURACY OF STUDENTS ACROSS DIFFERENT LEVELS OF GRAMMATICAL SENSITIVITY Indonesian Journal of Applied Linguistics indirect corrective feedback, direct corrective feedback, grammatical sensitivity, writing accuracy |
| title | CORRECTIVE FEEDBACK AND WRITING ACCURACY OF STUDENTS ACROSS DIFFERENT LEVELS OF GRAMMATICAL SENSITIVITY |
| title_full | CORRECTIVE FEEDBACK AND WRITING ACCURACY OF STUDENTS ACROSS DIFFERENT LEVELS OF GRAMMATICAL SENSITIVITY |
| title_fullStr | CORRECTIVE FEEDBACK AND WRITING ACCURACY OF STUDENTS ACROSS DIFFERENT LEVELS OF GRAMMATICAL SENSITIVITY |
| title_full_unstemmed | CORRECTIVE FEEDBACK AND WRITING ACCURACY OF STUDENTS ACROSS DIFFERENT LEVELS OF GRAMMATICAL SENSITIVITY |
| title_short | CORRECTIVE FEEDBACK AND WRITING ACCURACY OF STUDENTS ACROSS DIFFERENT LEVELS OF GRAMMATICAL SENSITIVITY |
| title_sort | corrective feedback and writing accuracy of students across different levels of grammatical sensitivity |
| topic | indirect corrective feedback, direct corrective feedback, grammatical sensitivity, writing accuracy |
| url | http://ejournal.upi.edu/index.php/IJAL/article/view/2642 |
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