Corrective feedback in an L2 intensive academic writing course

Abstract

According to Bitchener and Ferris (2012), corrective feedback leads students to identify their errors and learn about how to correct them. This study will demonstrate the kinds of mistakes second language English learners frequently make and how the teacher gives them feedback and argue corrective feedback and revision tasks were related to an increase in students’ self-confidence in their writing and grammar accuracy improvement. This study was conducted in an intensive academic writing course across the fall semester at a community college in Hawaiʻi. I observed the course and collected students’ writing, conducted surveys, and interviewed the instructor and students. The findings will demonstrate how the teacher gave direct and indirect corrective feedback and how the students reacted to the instructor’s feedback. Lastly, this paper will demonstrate how teachers can combine effective corrective feedback to students’ common grammar errors and revision tasks in academic writing as pedagogical implications. This study supports recent studies that found both direct corrective feedback and revision tasks is beneficial for English language learners, especially for their grammar accuracy (Karim & Nassaji, 2018).