Ilocos Sur Polytechnic State College

---

Abstract

During the development of writing as a macro skill, teachers provide indirect corrective feedback (ICF) to improve the written outputs of their students. To find out the effects of this scaffolding initiative, this study underscores the application of ICF to students' writing errors and investigates whether the interpretation of students to the ICF corresponds to the actual justification of their teacher. Following a descriptive-qualitative design, the corpora were collected by assigning a writing task to Grade 12 public senior high school ABM students and by conducting a follow-up semi-structured interview to both the English teacher and the student-participants. Samples from the data were organized, coded, and interpreted through thematic analysis. Findings indicate that the recorded writing errors were subject- verb disagreement and incorrect/ lack of pronoun as well as incorrect/ lack of punctuations and incorrect/ unnecessary capitalization found in the students' language use and mechanics component, respectively. A number of incongruities between the students' and the teacher's interpretations on the given ICF were also unveiled, but similarities of interpretations were still relatively greater. Likewise, it was revealed that the student-participants manifested strong positive viewpoint towards ICF and considered this as beneficial in improving their writing skills. This study, therefore, recommends to language teachers the use of ICF to help learners translate their writing difficulties into holistic skill and aid them in attaining both the content and performance standards in the area of academic writing.

Full Article

DOI: https://doi.org/10.56901/EHHX2696

References

Alfonso, V. S. (2016). Common errors committed by Freshman education students in their written English composition and their relationship to some selected variables. International Journal of Education and Research, 4(5), 119-126.

Alqhtani, M. F. (2018). Investigating syntactic errors among Saudi EFL learners. Unpublished Master’s Thesis. Al- Imam Muhammad Ibn Saudi Islamic University.

AlTameemy, F., & Daradkeh, A. (2019). Common paragraph writing errors made by Saudi EFL students: Error Analysis. Theory and Practice in Language Studies, 9(2), 178-187.

Amiri Dehnoo, M. & Yousefvand, G. (2013). The effect of direct corrective feedback on students’ spelling errors. ELT Voices- India, 2(1), 36-40.

Anudin, A. (2019). The use and overuse of transitional conjuncts in written Asian Englishes. The Asian EFL Journal, 25(5.1), 453-472.

Aquino, L. H. C. (2011). Learning activities to lessen students writing apprehensions. Unpublished Master’s Thesis. Mariano Marcos State University, Batac City.

Baleghizadeh, S. & Dadashi, M. (2011). The effect of direct and indirect corrective feedback on students’ spelling errors. PROFILE, 3(5), 23-26.

Bitchener, J. (2008). Evidence in support of corrective feedback. Journal of Second Language Writing, 17,102-118.

Bitchener, J. & Knoch, U. (2009). The relative effectiveness of different types of direct written corrective feedback. System, 37(2), 322-329. http://dx.doi.org/10.1016/j.system.2008.12.006.

Castro, M. K. (2012). Teachers' practices and students' preferences for written corrective feedback. Unpublished Thesis. Mariano Marcos State University, College of Arts and Science,  Batac City.

David, B. (2009). Importance of good writing, skills for college students. Retrieved on November 6, 2017 from http://www.higheredspace.comm/index.php.blog/blogdetil/bid/97.

Darus, S. & Subramaniam, K. (2009). Error analysis o of the written English essays of secondary schools students in Malaysia: A case study. European Journal of Social Sciences, 8 (3), 486-495.

Fareed, M., Ashraf, A., & Bilai, M. (2016). ESL learners’ writing skills: Problems, factors, and suggestions, Journal of Education and Social Sciences, 4(2), 81-92.

Ferris, D. R. (1995). Student reactions to teacher response in multiple- draft composition classrooms. TESOL Quarterly, 29(1), 33-53.

Ferris, D. R., & Hedgcock, J. S. (2005). Teaching ESL composition: Purpose, process, and practice (2nd ed.). Mahwah, NJ: Erlbaum.

Ferris, D. R. & Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10(3), 161-184.

Gamiao, B. A. (2008). Communicative- based strategies in teaching writing. Unpublished Master’s Thesis. Mariano Marcos State University, Batac City.

Hedgcock, J. & Lefkowitz, N. (1994). Feedback on feedback: Assessing learner receptivity in second language writing. Journal of Second Language Writing, 3, 141-163.

Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.

Hendrickson, J. M. (1980). The treatment of error in written work. Modern Language Journal, 64, 216-221.

Hughey, J. B., et al. (1981). Teaching ESL composition: Principles and techniques. Newton House Publishing Inc.

Jaluluddin, M. (2015). Role of direct and indirect corrective feedback in improvement of Hindi students’ writing skills. American International Journal of Research in Humanities, Arts and Social Sciences, 15(575), 159-162.

James, C. (1998). Errors in language learning and use. White Plains, NY: Addison- Wesley Longman.

Lawal, B. G. (2004). Genuine mistakes by users of English. Nigeria: Ibadan, Dominion Publishers.

Lee, I. (2003). How do Hong Kong English teachers correct errors in writing. Education Journal, 3(11), 153-169.

Maarof, N., & Murat, M. (2013). Writing strategies used by ESL upper secondary school students. International Education Studies, 6(4).

Mashoor, B. B. N., & Abdullah, A. T, H. (2020). Error analysis of spoken English language among Jordanian econdary school students. International Journal of Education and Rseearch, 8(5), 75-82.

Mateski, K. (2014). 10 Common Punctuations Mistakes and How to Avoid Them. Retrieved on November 5, 2017 from http://www.walsworth.com/blog/10-common-punctuation-mistakes-avoid.

Merriam- Webster Dictionary

Mirzaii, M. & Aliabadi, R. B. (2013). Direct and indirect written corrective feedback in the context of genre- based instruction on job application letter writing. Journal of Writing Research, 5(2), 191-213. 

Nunan, D. (1999). Language teaching methodology focus on the learning literary style and strategies, Cambridge University.

Pascua, B. R. (2013). Proposed writing activities to enhance writing proficiency of English 2 students. Unpublished Undergraduate Thesis, Mariano Marcos State University, College of Arts and Sciences, Department of Languages and Literature.

Penny, W. K. (2001). An analysis of student error patterns in written English: Suggested teaching procedure to help. Unpublished Master’s Thesis, University of Birmingham.

Polio, C., Fleck, N., & Leder, N. (1998). ‘‘If only I had more time’’: ESL learners’ changes in linguistic accuracy on essay revisions. Journal of Second Language Writing, 7, 43–68.

Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158.

Sheppard, K. (1992). Two feedback types: Do they make a difference? RELC Journal, 23, 103-110.

Shousha, A. I., Farrag, N. M., & Althaqafi, A. S. (2020). Analytical assessment of the common writing errors among Saudi foundation year students: A comparative study. English Language Teaching Journal, 13(8), 46-62.

Sivaji, K. (2012). The effect of direct and indirect corrective feedback on the accuracy of EFL student writing. TEFLIN JOURNAL, 21(1), 57-77.

Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46, 327-369.

Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge: Cambridge University Press.

Vygotsky, L. (1978). Mind in society: Development of higher psychological processes. Cambridge, MA: Harvard University Press, 56-86.