Author Topic: Ferris's Practical Suggestion for Written Corrective Feedback  (Read 3447 times)

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 The entire paper cited below is a useful analysis of much of the research published on written corrective feedback, with suggestions as to what future research should focus on.  Of particular interest to writing teachers is the section quoted below:

The “Grammar Correction” Debate in L2 Writing: Where are we, and where do we go from here? (and what do we do in the meantime …?)  by Dana R. Ferris

Journal of Second Language Writing
  Volume 13, Issue 1, March 2004, Pages 49-62

"To summarize, these three generalizations about the treatment of error lead to six practical suggestions:(1) Error treatment, including error feedback by teachers, is a necessary component of L2 writing instruction. We must prepare ourselves to do it competently, we must plan for it carefully in designing our courses, and we must execute it faithfully and consistently.(2) In the majority of instances, teachers should provide indirect feedback that engages students in cognitive problem-solving as they attempt to self-edit based upon the feedback that they have received. (Exceptions may include students at lower levels of L2 proficiency, who may not possess the linguistic competence to self-correct.)(3) Different types of errors will likely require varying treatments. Students may be less capable, for instance, of self-editing some lexical errors and complex, global problems with sentence structure than more discrete morphological errors.(4) Students should be required to revise (or at least self-edit) their texts after receiving feedback, ideally in class where they can consult with their peers and instructor.(5) Supplemental grammar instruction (in class or through individualized self-study materials recommended by the instructor) can facilitate progress in accuracy if it is driven by student needs and integrated with other aspects of error treatment (teacher feedback, charting, etc.).(6) The maintenance of error charts, ideally by the students themselves with guidance from the instructor, can heighten student awareness of their weaknesses and of their improvement."
« Last Edit: April 12, 2011, 01:45:46 PM by RyanOh81 »