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Comprehensive Error Correction in English as a Foreign Language Writing: Action Research Utilizing a One-Group Pretest-Posttest Design
https://doi.org/10.34603/0000002470
https://doi.org/10.34603/000000247004470372-506b-4949-b663-554d04b7661f
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
73-1 (4).pdf (525 KB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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| 公開日 | 2024-04-22 | |||||
| タイトル | ||||||
| タイトル | Comprehensive Error Correction in English as a Foreign Language Writing: Action Research Utilizing a One-Group Pretest-Posttest Design | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | comprehensive written corrective feedback, error correction, direct and indirect feedback, accuracy development, written complexity, revisions | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.34603/0000002470 | |||||
| ID登録タイプ | JaLC | |||||
| アクセス権 | ||||||
| アクセス権 | open access | |||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||
| 著者 |
ブラウン, ケネス
× ブラウン, ケネス |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This study employed an action research approach to investigate the effectiveness of Written Corrective Feedback (WCF) when comprehensive error correction was employed. The pretest compositions of 25 participants were analyzed for accuracy, in terms of both grammatical and nongrammatical error types, as well as structural complexity, lexical diversity, and fluency. During the course, all errors in writing assignments were corrected and then returned to participants, who were encouraged to revise their assignments based on the feedback. Posttests were then analyzed similarly to the pretests and compared through paired samples t tests. Improved accuracy was found, with a larger effect size in the case of nongrammatical error types as compared to grammatical error types. Furthermore, statistically identical levels between the pretests and posttests of structural complexity, lexical diversity, and fluency suggest that WCF did not lead participants to pursue greater accuracy by avoiding more sophisticated writing. Independent samples t tests were conducted with the two groups that did or did not regularly revise their compositions; no differences in outcomes were found between the two groups. Implications for future teaching approaches involving WCF are discussed. |
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| 言語 | en | |||||
| 書誌情報 |
ja : 福岡教育大学紀要. 第一分冊, 文科編 en : Bulletin of University of Teacher Education Fukuoka. Part Ⅰ. Language and Literature 号 73, p. 37-46, 発行日 2024-03-10 |
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| ISSN | ||||||
| 収録物識別子タイプ | PISSN | |||||
| 収録物識別子 | 0286-3219 | |||||
| 出版タイプ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
| 出版者 | ||||||
| 出版者 | 福岡教育大学 | |||||
