Browsing by Author "Hamlin, Rachel Kim"

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    Marking time : is there a differential effect on L2 written accuracy following focused or unfocused written corrective feedback? : a thesis submitted in partial fulfillment of the requirements for the degree of Master of Education in Teaching and Learning at Massey University, Manawatu, New Zealand
    (Massey University, 2013) Hamlin, Rachel Kim
    Educational assessment in Brunei Darussalam is currently in a period of change as it transitions from an emphasis on traditional assessment methods to School Based Assessment for Learning (SBAfL). This research investigated whether traditional feedback in the form of direct focused written corrective feedback (CF) or direct unfocused CF produced differential effects on the accurate use of grammatical forms by Bruneian secondary school ESL learners. The results were considered with regards to the aims of SBAfL. Using two secondary school ESL classes totaling 38 students, two groups were formed: a Focused written CF group (n=19) and an Unfocused written CF group (n=19). The results of a pre-test, post-test and delayed post-test quasiexperiment indicated that there was no differential effect in the overall accuracy rate between either group. However, the unfocused group demonstrated a significant decline in their accurate use of the irregular past tense in the post-test, although this differential effect was not present in the delayed post-test. Overall, these findings suggested that both focused and unfocused written CF were of limited pedagogical value and raised questions about their use within an Assessment for Learning context.