Post-Text and In-Text Corrective Feedback

Abstract

A number of studies have shown that feedback on writing has a positive effect on improvements in drafts. Studies have focused on indirect and direct forms of feedback, as well as comparing different treatments of indirect feedback. In particular, studies have compared correction keys (in-text feedback) with highlighting or underlining errors. This paper describes an alternative system, post-text feedback, in which comments are made on language errors at the end of the text rather than through a correction key. The rationale for this system is described with reference to relevant research. To evaluate its potential effectiveness, two small groups of learners were given feedback based on two systems: in-text and post-text feedback. Written drafts from the participants were then compared to determine if post-text feedback led to an equal amount of correct revisions. ! ! Types of Feedback in L2 Writing Studies have researched feedback in terms of direct and indirect. In direct feedback, the teacher provides the form necessary to correct an error. In indirect feedback, the error is marked, but the correct form is not provided. Several types of indirect feedback are described below. In-Text Coded Feedback. One example of indirect feedback is the usage of a correction key (see Appendix A) to mark errors within the text of the learner’s writing. This type of feedback is usually referred to as coded feedback. A key consists of symbols or abbreviations corresponding to common errors. Table 1 shows an example of teacher feedback and the desired learner correction. Table 1 Correction Key Examples in Practice Teacher Feedback Learner Revision wf I was very happiness. I was very happy. I asked!brother. I asked my brother. Note. See Appendix A for the correction key. 1 Language Education in Asia, 2012, 3(1), 85-95. http://dx.doi.org/10.5746/LEiA/12/V3/I1/A08/Bankier