The Roles of Indirect Asynchronous Electronic Feedback and Direct Corrective Feedback in Improving Students’ L2 Writing: A Multiple Case Study of Thai Undergraduate Students
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Published:
Jul 20, 2021
Keywords:
indirect asynchronous e-feedback direct corrective feedback calques collocations
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Abstract
This study investigates the roles of indirect asynchronous electronic feedback (e-feedback) and direct corrective feedback (CF) on calque and collocation errors produced by Thai undergraduate students. The study also explores the factors influencing their ability to benefit from the feedback. Six cases were divided into two groups (Group 1: direct CF and Group 2: indirect asynchronous e-feedback). The participants in Group 1 were asked to write English paragraphs on paper while those in Group 2 wrote using Google Docs software. After completing each writing task regarding the selective feedback on calque and collocation errors, participants were individually interviewed. Findings revealed that the participants in Group 2 outperformed those in Group 1 when correcting calque errors. However, the participants in Group 1 outperformed those in Group 2 when revising collocation errors. Thus, direct CF is more conducive to writing improvement than indirect asynchronous e-feedback. These findings suggest that an integration of technology in a writing class should be implemented to ensure that EFL learners learn how use digital technology effectively. Moreover, individual differences, for example, carelessness, insufficient English knowledge, the first language, learning styles, and learning strategies played important roles in their ability and inability to respond to feedback.
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Tatsanajamsuk, P., & Saengboon, S. (2021). The Roles of Indirect Asynchronous Electronic Feedback and Direct Corrective Feedback in Improving Students’ L2 Writing: A Multiple Case Study of Thai Undergraduate Students. LEARN Journal: Language Education and Acquisition Research Network, 14(2), 397–426. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/253274
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Research Articles
References
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Bitchener, J., & Ferris, D. R. (2012). Written corrective feedback in second language acquisition and writing. Routledge.
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.
Brown, H. D. (1994). Principles of language learning and teaching (3rd ed.). Prentice Hall Regents.
Carrol, J. (1965). The prediction of success in foreign language training. In R. Glaser (Ed.), Training, research, and education. Wiley.
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(3), 267-296.
Changwong, K., Sukkamart, A., & Sisan, B. (2018). Critical thinking skill development: Analysis of a new learning management model for Thai high schools. Journal of International Studies, 11(2), 37-48.
Chapelle, C. A., & Sauro, S. (2017). Introduction to the handbook of technology and second language teaching and learning. Wiley Online Library.
Chen, S., Nassaji, H., & Liu, Q. (2016). EFL learners’ perceptions and preferences of written corrective feedback: A case study of university students from Mainland China. Asian-Pacific Journal of Second and Foreign Language Education, 1(1), 5.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE.
Cull, B. W. (2011). Reading revolutions: Online digital text and implications for reading in academe. First Monday, 16(6). https://doi.org/10.5210/fm.v16i6.3340 (https://doi.org/10.52 10/fm.v16i6.3340).
Diab, N. M. (2015). Effectiveness of written corrective feedback: Does type of error and type of correction matter? Assessing Writing, 24, 16-34.
Duff, P. (2008). Case study research in applied linguistics. Lawrence Erlbaum Associates.
Ellis, R. (1994). The study of second language acquisition. Oxford UP.
Ellis, R. (2009a). A typology of written corrective feedback types. ELT Journal, 63(2), 97-107.
Ellis, R. (2009b). Corrective feedback and teacher development. L2 Journal, 1(1), 3-18.
Ellis, R. (2015). Understanding second language acquisition (2nd ed.). Oxford UP.
Endoo, P. (2018). A contrastive study of Thai and English in Thailand. Journal of Humanities and Social Sciences Mahasarakham University, 36(6), 157-168.
Ferris, D. (2011). Treatment of error in second language student writing. University of Michigan Press.
Ferris, D., & Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10(3), 161-184.
Ferris, D. R. (1997). The influence of teacher commentary on student revision. TESOL Quarterly, 31(2), 315-339.
Ferris, D. (2006). Does error feedback help student writers? New evidence on the short-and long-term effects of written error correction. In K. Hyland & F. Hyland (Eds.), Perspectives on response. Cambridge UP.
Ferris, D. R., Liu, H., Sinha, A., & Senna, M. (2013). Written corrective feedback for individual L2 writers. Journal of Second Language Writing, 22(3), 307-329.
Garnier, M., & Saint-Dizier, P. (Eds.). (2009). Proceedings of the 2nd workshop on building and using comparable corpora: From parallel to non-parallel corpora (BUCC). Association for Computational Linguistics.
Geiller, L. (2014). How EFL students can use Google to correct their untreatable written errors. The EuroCALL Review, 22(2), 26-45.
Graham, M., Milanowski, A., & Miller, J. (2012). Measuring and promoting inter-rater agreement of teacher and principal performance Ratings. Center for Educator Compensation Reform. https://files.eric.ed.gov/fulltext/ED532068.pdf (https://files.eric. ed.gov /fulltext/ED532068.pdf).
Han, J. (2019). The effects and students’ views of teachers' coded written corrective feedback: A multiple-case study of online multiple-draft Chinese writing [Doctoral dissertation, Uiversity of South Florida]. ProQuest Dissertations Publishing.
Hemchua, S., & Schmitt, N. (2006). An analysis of lexical errors in the English compositions of Thai learners. Prospect, 21(3), 3-25.
Hyland, F. (2010). Future directions in feedback on second language writing: Overview and research agenda. International Journal of English Studies, 10(2), 171-182.
James, C. (1998). Errors in language learning and use: Exploring error analysis. Longman.
Kang, H. (2014). Understanding online reading through the eyes of first and second language readers: An exploratory study. Computers & Education, 73, 1-8.
Karimian, Z., & Talebinejad, M. R. (2013). Students' use of translation as a learning strategy in EFL classroom. Journal of Language Teaching & Research, 4(3), 605-610.
Kisnanto, Y. P. (2016). The effect of written corrective feedback on higher education students' writing accuracy. Jurnal Pendidikan Bahasa dan Sastra UPI, 16(2), 121-131.
Lee, I. (2004). Error correction in L2 secondary writing classrooms: The case of Hong Kong. Journal of Second Language Writing, 13(4), 285-312.
Lems, K., Miller, L. D., & Soro, T. M. (2017). Building literacy with English language learners: Insights from linguistics (2nd ed.). The Guilford Press.
Liu, Z. (2005). Reading behavior in the digital environment. Journal of Documentation, 61(6), 700-712.
Nicolás–Conesa, F., Manchon, R. M., & Cerezo, L. (2019). The effect of unfocused direct and indirect written corrective feedback on rewritten texts and new texts: Looking into feedback for accuracy and feedback for acquisition. The Modern Language Journal, 103(4), 848-873.
O'Malley, J. M., Chamot, A. U., Stewner‐Manzanares, G., Russo, R. P., & Küpper, L. (1985). Learning strategy applications with students of English as a second language. TESOL Quarterly, 19(3), 557-584.
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Sage Publications.
Phoocharoensil, S. (2011). Collocational errors in EFL learners’ interlanguage. Journal of Education and Practice, 2(3), 103-120.
Phuket, P. R. N., & Othman, N. B. (2015). Understanding EFL students' errors in writing. Journal of Education and Practice, 6(32), 99-106.
Plakans, L. (2009). The role of reading strategies in integrated L2 writing tasks. Journal of English for Academic Purposes, 8(4), 252-266.
Puengpipattrakul, W. (2013). Assessment of Thai EFL undergraduates' writing competence through integrated feedback. Journal of Institutional Research South East Asia, 11(1), 4-27.
Riazantseva, A. (2012). Outcome measure of L2 writing as a mediator of the effects of corrective feedback on students' ability to write accurately. System, 40(3), 421-430.
Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158.
Schmidt, R. W. (2001). Cognition and second language instruction. Cambridge UP.
Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on ESL learners' acquisition of articles. TESOL Quarterly, 41(2), 255-283.
Shintani, N., & Ellis, R. (2013). The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article. Journal of Second Language Writing, 22(3), 286-306.
Shintani, N., Ellis, R., & Suzuki, W. (2014). Effects of written feedback and revision on learners’ accuracy in using two English grammatical structures. Language Learning, 64(1), 103-131.
Sommers, N. (1982). Responding to student writing. College Composition and Communication, 33(2), 148-156.
Songamporn, A. (2015, August 6). Translation. http://attaponsongamporn.blogspot.com/2015/08/blog-post_55.html (http://attaponsongamporn.blogspot.com/2015/ 08/blog-post_55.html).
Sotillo, S. M. (2000). Discourse functions and syntactic complexity in synchronous and asyncronous communication. Language Learning & Technology, 4(1), 77-110.
Suetae, J., & Yok, C. K. (2018). Lexical errors in the written compositions of Thai EFL students: Neglectful Instruction of vocabulary teaching. Al-Hikamah Journal, 2(4), 1-15.
Suwantarathip, O., & Wichadee, S. (2014). The effects of collaborative writing activity using Google Docs on students' writing abilities. Turkish Online Journal of Educational Technology-TOJET, 13(2), 148-156.
Truscott, J. (2007). The effect of error correction on learners’ ability to write accurately. Journal of Second Language Writing, 16(4), 255-272.
Tsutsui, E., Owada, K., Kondo, Y., & Nakano, M. (Eds.). (2008). Proceedings of the 9th distance learning and the internet conference. Association of Pacific Rim Universities.
Van Beuningen, C. G., De Jong, N. H., & Kuiken, F. (2008). The effect of direct and indirect corrective feedback on L2 learners’ written accuracy. ITL-International Journal of Applied Linguistics, 156(1), 279-296.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.), Harvard UP.
Ware, P., Kern, R., & Warschauer, M. (2016). The development of digital literacies. In R. M. Manchon & P. K. Matsuda (Eds.), Handbook of second and foreign language writing (pp. 307-328). De Gruyter.
Ware, P. D., & Warschauer, M. (2006). Electronic feedback and second language writing. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing (pp. 105-122). Cambridge UP.
Warschauer, M., & Kern, R. (2000). Theory and practice of network-based language teaching. In M. H. Long & J. C. Richards (Eds.), Network-based language teaching: Concepts and practice (pp. 1-19). Cambridge UP.
Willing, K. (1987). Learning styles in adult migrant education: Report of the Program Development Project on Identifying and Accommodating Different Learning Styles. National Curriculum Resource Center.
Wong, L. L., & Nunan, D. (2011). The learning styles and strategies of effective language learners. System, 39(2), 144-163.
Wongranu, P. (2017). Errors in translation made by English major students: A study on types and causes. Kasetsart Journal of Social Sciences 38(2), 117-122.
Yaemtui, W. (2018). The effectiveness of data-driven learning (DDL) on teaching English collocations to Thai EFL students [Unpublished doctoral dissertation]. Thammasat University.
Yamashita, J., & Jiang, N. (2010). L1 influence on the acquisition of L2 collocations: Japanese ESL users and EFL learners acquiring English collocations. TESOL Quarterly, 44(4), 647-668.
Zamel, V. (1982). Writing: The process of discovering meaning. TESOL Quarterly, 16(2), 195-209.
Zareekbatani, A. (2015). Technology and L2 writing: EFL student perspectives on electronic feedback using online logs [Doctoral dissertation, University of Exeter]. ProQuest Dissertations Publishing.
Zarifi, A. (2017). Iranian EFL learners’ reaction to teacher’s written corrective feedback. International Journal of Applied Linguistics and English Literature, 6(3), 254-261.
Zhang, Z. V., & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36, 90-102.
Bennui, P. (2016). A study of L1 intereference in the writing of Thai EFL students. Malaysian Journal of ELT Research, 4(1), 31, 72-102.
Bitchener, J., & Ferris, D. R. (2012). Written corrective feedback in second language acquisition and writing. Routledge.
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.
Brown, H. D. (1994). Principles of language learning and teaching (3rd ed.). Prentice Hall Regents.
Carrol, J. (1965). The prediction of success in foreign language training. In R. Glaser (Ed.), Training, research, and education. Wiley.
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(3), 267-296.
Changwong, K., Sukkamart, A., & Sisan, B. (2018). Critical thinking skill development: Analysis of a new learning management model for Thai high schools. Journal of International Studies, 11(2), 37-48.
Chapelle, C. A., & Sauro, S. (2017). Introduction to the handbook of technology and second language teaching and learning. Wiley Online Library.
Chen, S., Nassaji, H., & Liu, Q. (2016). EFL learners’ perceptions and preferences of written corrective feedback: A case study of university students from Mainland China. Asian-Pacific Journal of Second and Foreign Language Education, 1(1), 5.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE.
Cull, B. W. (2011). Reading revolutions: Online digital text and implications for reading in academe. First Monday, 16(6). https://doi.org/10.5210/fm.v16i6.3340 (https://doi.org/10.52 10/fm.v16i6.3340).
Diab, N. M. (2015). Effectiveness of written corrective feedback: Does type of error and type of correction matter? Assessing Writing, 24, 16-34.
Duff, P. (2008). Case study research in applied linguistics. Lawrence Erlbaum Associates.
Ellis, R. (1994). The study of second language acquisition. Oxford UP.
Ellis, R. (2009a). A typology of written corrective feedback types. ELT Journal, 63(2), 97-107.
Ellis, R. (2009b). Corrective feedback and teacher development. L2 Journal, 1(1), 3-18.
Ellis, R. (2015). Understanding second language acquisition (2nd ed.). Oxford UP.
Endoo, P. (2018). A contrastive study of Thai and English in Thailand. Journal of Humanities and Social Sciences Mahasarakham University, 36(6), 157-168.
Ferris, D. (2011). Treatment of error in second language student writing. University of Michigan Press.
Ferris, D., & Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10(3), 161-184.
Ferris, D. R. (1997). The influence of teacher commentary on student revision. TESOL Quarterly, 31(2), 315-339.
Ferris, D. (2006). Does error feedback help student writers? New evidence on the short-and long-term effects of written error correction. In K. Hyland & F. Hyland (Eds.), Perspectives on response. Cambridge UP.
Ferris, D. R., Liu, H., Sinha, A., & Senna, M. (2013). Written corrective feedback for individual L2 writers. Journal of Second Language Writing, 22(3), 307-329.
Garnier, M., & Saint-Dizier, P. (Eds.). (2009). Proceedings of the 2nd workshop on building and using comparable corpora: From parallel to non-parallel corpora (BUCC). Association for Computational Linguistics.
Geiller, L. (2014). How EFL students can use Google to correct their untreatable written errors. The EuroCALL Review, 22(2), 26-45.
Graham, M., Milanowski, A., & Miller, J. (2012). Measuring and promoting inter-rater agreement of teacher and principal performance Ratings. Center for Educator Compensation Reform. https://files.eric.ed.gov/fulltext/ED532068.pdf (https://files.eric. ed.gov /fulltext/ED532068.pdf).
Han, J. (2019). The effects and students’ views of teachers' coded written corrective feedback: A multiple-case study of online multiple-draft Chinese writing [Doctoral dissertation, Uiversity of South Florida]. ProQuest Dissertations Publishing.
Hemchua, S., & Schmitt, N. (2006). An analysis of lexical errors in the English compositions of Thai learners. Prospect, 21(3), 3-25.
Hyland, F. (2010). Future directions in feedback on second language writing: Overview and research agenda. International Journal of English Studies, 10(2), 171-182.
James, C. (1998). Errors in language learning and use: Exploring error analysis. Longman.
Kang, H. (2014). Understanding online reading through the eyes of first and second language readers: An exploratory study. Computers & Education, 73, 1-8.
Karimian, Z., & Talebinejad, M. R. (2013). Students' use of translation as a learning strategy in EFL classroom. Journal of Language Teaching & Research, 4(3), 605-610.
Kisnanto, Y. P. (2016). The effect of written corrective feedback on higher education students' writing accuracy. Jurnal Pendidikan Bahasa dan Sastra UPI, 16(2), 121-131.
Lee, I. (2004). Error correction in L2 secondary writing classrooms: The case of Hong Kong. Journal of Second Language Writing, 13(4), 285-312.
Lems, K., Miller, L. D., & Soro, T. M. (2017). Building literacy with English language learners: Insights from linguistics (2nd ed.). The Guilford Press.
Liu, Z. (2005). Reading behavior in the digital environment. Journal of Documentation, 61(6), 700-712.
Nicolás–Conesa, F., Manchon, R. M., & Cerezo, L. (2019). The effect of unfocused direct and indirect written corrective feedback on rewritten texts and new texts: Looking into feedback for accuracy and feedback for acquisition. The Modern Language Journal, 103(4), 848-873.
O'Malley, J. M., Chamot, A. U., Stewner‐Manzanares, G., Russo, R. P., & Küpper, L. (1985). Learning strategy applications with students of English as a second language. TESOL Quarterly, 19(3), 557-584.
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Sage Publications.
Phoocharoensil, S. (2011). Collocational errors in EFL learners’ interlanguage. Journal of Education and Practice, 2(3), 103-120.
Phuket, P. R. N., & Othman, N. B. (2015). Understanding EFL students' errors in writing. Journal of Education and Practice, 6(32), 99-106.
Plakans, L. (2009). The role of reading strategies in integrated L2 writing tasks. Journal of English for Academic Purposes, 8(4), 252-266.
Puengpipattrakul, W. (2013). Assessment of Thai EFL undergraduates' writing competence through integrated feedback. Journal of Institutional Research South East Asia, 11(1), 4-27.
Riazantseva, A. (2012). Outcome measure of L2 writing as a mediator of the effects of corrective feedback on students' ability to write accurately. System, 40(3), 421-430.
Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158.
Schmidt, R. W. (2001). Cognition and second language instruction. Cambridge UP.
Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on ESL learners' acquisition of articles. TESOL Quarterly, 41(2), 255-283.
Shintani, N., & Ellis, R. (2013). The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article. Journal of Second Language Writing, 22(3), 286-306.
Shintani, N., Ellis, R., & Suzuki, W. (2014). Effects of written feedback and revision on learners’ accuracy in using two English grammatical structures. Language Learning, 64(1), 103-131.
Sommers, N. (1982). Responding to student writing. College Composition and Communication, 33(2), 148-156.
Songamporn, A. (2015, August 6). Translation. http://attaponsongamporn.blogspot.com/2015/08/blog-post_55.html (http://attaponsongamporn.blogspot.com/2015/ 08/blog-post_55.html).
Sotillo, S. M. (2000). Discourse functions and syntactic complexity in synchronous and asyncronous communication. Language Learning & Technology, 4(1), 77-110.
Suetae, J., & Yok, C. K. (2018). Lexical errors in the written compositions of Thai EFL students: Neglectful Instruction of vocabulary teaching. Al-Hikamah Journal, 2(4), 1-15.
Suwantarathip, O., & Wichadee, S. (2014). The effects of collaborative writing activity using Google Docs on students' writing abilities. Turkish Online Journal of Educational Technology-TOJET, 13(2), 148-156.
Truscott, J. (2007). The effect of error correction on learners’ ability to write accurately. Journal of Second Language Writing, 16(4), 255-272.
Tsutsui, E., Owada, K., Kondo, Y., & Nakano, M. (Eds.). (2008). Proceedings of the 9th distance learning and the internet conference. Association of Pacific Rim Universities.
Van Beuningen, C. G., De Jong, N. H., & Kuiken, F. (2008). The effect of direct and indirect corrective feedback on L2 learners’ written accuracy. ITL-International Journal of Applied Linguistics, 156(1), 279-296.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.), Harvard UP.
Ware, P., Kern, R., & Warschauer, M. (2016). The development of digital literacies. In R. M. Manchon & P. K. Matsuda (Eds.), Handbook of second and foreign language writing (pp. 307-328). De Gruyter.
Ware, P. D., & Warschauer, M. (2006). Electronic feedback and second language writing. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing (pp. 105-122). Cambridge UP.
Warschauer, M., & Kern, R. (2000). Theory and practice of network-based language teaching. In M. H. Long & J. C. Richards (Eds.), Network-based language teaching: Concepts and practice (pp. 1-19). Cambridge UP.
Willing, K. (1987). Learning styles in adult migrant education: Report of the Program Development Project on Identifying and Accommodating Different Learning Styles. National Curriculum Resource Center.
Wong, L. L., & Nunan, D. (2011). The learning styles and strategies of effective language learners. System, 39(2), 144-163.
Wongranu, P. (2017). Errors in translation made by English major students: A study on types and causes. Kasetsart Journal of Social Sciences 38(2), 117-122.
Yaemtui, W. (2018). The effectiveness of data-driven learning (DDL) on teaching English collocations to Thai EFL students [Unpublished doctoral dissertation]. Thammasat University.
Yamashita, J., & Jiang, N. (2010). L1 influence on the acquisition of L2 collocations: Japanese ESL users and EFL learners acquiring English collocations. TESOL Quarterly, 44(4), 647-668.
Zamel, V. (1982). Writing: The process of discovering meaning. TESOL Quarterly, 16(2), 195-209.
Zareekbatani, A. (2015). Technology and L2 writing: EFL student perspectives on electronic feedback using online logs [Doctoral dissertation, University of Exeter]. ProQuest Dissertations Publishing.
Zarifi, A. (2017). Iranian EFL learners’ reaction to teacher’s written corrective feedback. International Journal of Applied Linguistics and English Literature, 6(3), 254-261.
Zhang, Z. V., & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36, 90-102.