Direct corrective feedback and students’ noticing ability of be-verb forms in esl writing

The study examined the role of corrective feedback in helping Malaysian students learn difficult grammatical items through essay writing. Studies have suggested that corrective feedback is beneficial for students and is effective in teaching writing in Second Language Acquisition environment. Howeve...

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Main Author:	Ramalingam, Gunaraj
Format:	Thesis
Language:	English
Published:	2013
Subjects:	PE English
Online Access:	http://eprints.utm.my/id/eprint/48185/1/GunarajRamalingamMFP2013.pdf
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id	my-utm-ep.48185
record_format	uketd_dc
spelling	my-utm-ep.481852017-08-29T01:45:57Z Direct corrective feedback and students’ noticing ability of be-verb forms in esl writing 2013 Ramalingam, Gunaraj PE English The study examined the role of corrective feedback in helping Malaysian students learn difficult grammatical items through essay writing. Studies have suggested that corrective feedback is beneficial for students and is effective in teaching writing in Second Language Acquisition environment. However, a number of studies have also doubted the efficacy of teachers’ corrective feedback on students’ acquisition of difficult grammatical items. Scholars have argued that corrective feedback does not help the students to notice the difficult grammatical items corrected by teacher. Thus, the current study was set to investigate how direct corrective feedback given by teachers could help students notice difficult grammatical item in particular the ‘be’ verb forms in their essay writing. This case study involved four form four students from native Malay L1 background from a rural school. The students wrote three different drafts of five types of essay for a period of 10 weeks and underwent two sessions of Stimulated Recall Interview. Analysis of errors made in students’ drafts revealed that corrective feedback does help the students to notice ‘be’ verb forms. Analysis of Errors across different genre suggests that errors involving ‘be’ verb forms persist in students albeit in a smaller number. During the stimulated recall interview, students did notice specifically ‘be’ verb forms being corrected by teacher. ‘Be’ verb forms were found to be difficult for the students because they mainly rely on translation method for essay writing. The essays from different types of genres were found to be particularly challenging for the students. However, given more practice and opportunities to learn, students will have higher chances to acquire ‘be’ verb forms. Considering students’ positive response towards corrective feedback, teachers could use corrective feedback as a way to help students to notice and learn difficult grammatical items through essay writings. The pedagogical implication of this study is that improvement is needed in teaching of writing in Malaysia with more emphasis given on a variety of practice on writing as well as providing of corrective feedback. The findings also suggest that teachers need to be creative in providing corrective feedback considering the limitations that they work under 2013 Thesis http://eprints.utm.my/id/eprint/48185/ http://eprints.utm.my/id/eprint/48185/1/GunarajRamalingamMFP2013.pdf application/pdf en public http://libraryopac.utm.my/client/en_AU/main/search/results?qu=Direct+corrective+feedback+and+students%E2%80%99+noticing+ability+of+be-verb+forms+in+ESL+writing&te= masters Universiti Teknologi Malaysia, Faculty of Education Faculty of Education
institution	Universiti Teknologi Malaysia
collection	UTM Institutional Repository
language	English
topic	PE English
spellingShingle	PE English Ramalingam, Gunaraj Direct corrective feedback and students’ noticing ability of be-verb forms in esl writing
description	The study examined the role of corrective feedback in helping Malaysian students learn difficult grammatical items through essay writing. Studies have suggested that corrective feedback is beneficial for students and is effective in teaching writing in Second Language Acquisition environment. However, a number of studies have also doubted the efficacy of teachers’ corrective feedback on students’ acquisition of difficult grammatical items. Scholars have argued that corrective feedback does not help the students to notice the difficult grammatical items corrected by teacher. Thus, the current study was set to investigate how direct corrective feedback given by teachers could help students notice difficult grammatical item in particular the ‘be’ verb forms in their essay writing. This case study involved four form four students from native Malay L1 background from a rural school. The students wrote three different drafts of five types of essay for a period of 10 weeks and underwent two sessions of Stimulated Recall Interview. Analysis of errors made in students’ drafts revealed that corrective feedback does help the students to notice ‘be’ verb forms. Analysis of Errors across different genre suggests that errors involving ‘be’ verb forms persist in students albeit in a smaller number. During the stimulated recall interview, students did notice specifically ‘be’ verb forms being corrected by teacher. ‘Be’ verb forms were found to be difficult for the students because they mainly rely on translation method for essay writing. The essays from different types of genres were found to be particularly challenging for the students. However, given more practice and opportunities to learn, students will have higher chances to acquire ‘be’ verb forms. Considering students’ positive response towards corrective feedback, teachers could use corrective feedback as a way to help students to notice and learn difficult grammatical items through essay writings. The pedagogical implication of this study is that improvement is needed in teaching of writing in Malaysia with more emphasis given on a variety of practice on writing as well as providing of corrective feedback. The findings also suggest that teachers need to be creative in providing corrective feedback considering the limitations that they work under
format	Thesis
qualification_level	Master's degree
author	Ramalingam, Gunaraj
author_facet	Ramalingam, Gunaraj
author_sort	Ramalingam, Gunaraj
title	Direct corrective feedback and students’ noticing ability of be-verb forms in esl writing
title_short	Direct corrective feedback and students’ noticing ability of be-verb forms in esl writing
title_full	Direct corrective feedback and students’ noticing ability of be-verb forms in esl writing
title_fullStr	Direct corrective feedback and students’ noticing ability of be-verb forms in esl writing
title_full_unstemmed	Direct corrective feedback and students’ noticing ability of be-verb forms in esl writing
title_sort	direct corrective feedback and students’ noticing ability of be-verb forms in esl writing
granting_institution	Universiti Teknologi Malaysia, Faculty of Education
granting_department	Faculty of Education
publishDate	2013
url	http://eprints.utm.my/id/eprint/48185/1/GunarajRamalingamMFP2013.pdf
_version_	1747817328468295680

Direct corrective feedback and students’ noticing ability of be-verb forms in esl writing

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