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Efficacy of written corrective feedback in writing instruction : a meta-analysis
Author
Lim, See Chen
Supervisor
Renandya, Willy A.
Abstract
With its widespread practice in second language acquisition (SLA), it is hardly surprising that written corrective feedback has increasingly garnered attention as much as it has remained a subject of considerable controversy. This study examines the efficacy of written corrective feedback in second language (L2) writing instruction. Aggregating findings from 35 primary studies, it adopts a meta-analytic approach to synthesise and review current empirical research in the field. It seeks to complement previous meta-analyses by incorporating more recent studies and varying the inclusion criteria. Through the investigation of ten moderator variables, it also aims to shed light on some factors that might mitigate the efficacy of written corrective feedback. Findings reveal a moderate overall effect, indicating the potential of written corrective feedback to improve L2 written grammatical accuracy. Concerning the feedback type that was more effective, direct feedback demonstrated a larger effect size than indirect feedback, though differences found were not statistically significant. When potential moderator variables were analysed, learners’ proficiency distinguished itself as the strongest mitigator among a host of other factors. Results are discussed and possible explanations were sought in a bid to uncover how these moderators impact the efficacy.
Date Issued
2020
Call Number
P118 Lim
Date Submitted
2020