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Exploring Factors in Written Corrective Feedback: Error Type, Feedback Type, and Learner Affective Variables

Williams, Kara
http://orcid.org/0000-0001-6449-1169
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1649768662964029

Abstract Details

2022, PhD, University of Cincinnati, Education, Criminal Justice, and Human Services: Educational Studies.
This study investigated factors that are related to student success in using and learning from written corrective feedback (WCF). Focusing on learner affective variables and a student writing corpus collected over the span of a semester, different types of feedback and errors were investigated. Previous studies have focused on one or, at the most, two variables, such as motivation, error type, corpus, instruction type, etc., but a combination of all of the different factors, such as error type, motivation, correction type, and corpus, offers a fresh perspective towards learning about student use of feedback. Using expectancy-value theory and Gass’ five-step framework as guiding frameworks, this study offers a convergent mixed methods perspective to WCF through a comprehensive quantitative analysis of student writing and corpus data coupled with a qualitative outlook through analysis of student writing and corpus data feedback and student perception of it. Twenty-two undergraduate ESL students were recruited and their guided writing drafts were studied through the course of a semester. A writing prompt was analyzed with stimulated recall regarding error correction and feedback usage. Motivational testing of student motivation towards feedback and tasks were surveyed through the use of the Motivated Strategies for Learning Questionnaire (MSLQ) and analysis of concordancing and collocations of the writing samples were taken as well. Student interviews were also used to investigate student perception of feedback. The data collected both quantitatively and quantitatively was merged to create themes that helped to show that there was a connection between expectancy-value, motivation, and feedback use and that the breakdown between intake, integration, and output seems to be valid and worth further exploration.
Hye Pae, Ph.D. (Committee Member)
Ting Xiao, Ed.D. (Committee Member)
Marcus Johnson, Ph.D. (Committee Member)
Haiyang Ai, Ph.D. (Committee Member)
92 p.
English As A Second Language
written corrective feedback; expectancy-value; five-step framework; concordancing; collocations

Recommended Citations

Citations

  • Williams, K. (2022). Exploring Factors in Written Corrective Feedback: Error Type, Feedback Type, and Learner Affective Variables [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1649768662964029

    APA Style (7th edition)

  • Williams, Kara. Exploring Factors in Written Corrective Feedback: Error Type, Feedback Type, and Learner Affective Variables. 2022. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1649768662964029.

    MLA Style (8th edition)

  • Williams, Kara. "Exploring Factors in Written Corrective Feedback: Error Type, Feedback Type, and Learner Affective Variables." Doctoral dissertation, University of Cincinnati, 2022. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1649768662964029

    Chicago Manual of Style (17th edition)

ucin1649768662964029
269
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This open access ETD is published by University of Cincinnati and OhioLINK.