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
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Date
2013
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Massey University
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Abstract
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.
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Keywords
English language, Study and teaching (Secondary), Foreign speakers, Feedback, Psychology, Brunei