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THE EFFECT OF WRITTEN CORRECTIVE FEEDBACK STRATEGIES ON COLLOCATION ERRORS OF LOW-PERFORMING ESL LEARNERS

The studies on error correction have been laying their emphasis on grammatical structures of the language with lack of focus on non-grammatical aspect such as lexical collocation. Therefore, this study aims at investigating the effect of direct and indirect written corrective feedback on low-perform...

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Main Authors: Abang, Fhaeizdhyall, Collin, Jerome
Format: Article
Language:English
Published: PJEE 2020
Subjects:
P Philology. Linguistics
Online Access:http://ir.unimas.my/id/eprint/32378/1/THE%20EFFECT%20OF%20WRITTEN%20CORRECTIVE%20FEEDBACKSTRATEGIESON%20COLLOCATION%20ERRORS%20OF%20LOW-PERFORMING%20ESL%20LEARNERS_pdf.pdf
http://ir.unimas.my/id/eprint/32378/
https://ojs.fkip.ummetro.ac.id/index.php/english/article/view/2755
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spelling my.unimas.ir.323782023-10-16T01:37:57Z http://ir.unimas.my/id/eprint/32378/ THE EFFECT OF WRITTEN CORRECTIVE FEEDBACK STRATEGIES ON COLLOCATION ERRORS OF LOW-PERFORMING ESL LEARNERS Abang, Fhaeizdhyall Collin, Jerome P Philology. Linguistics The studies on error correction have been laying their emphasis on grammatical structures of the language with lack of focus on non-grammatical aspect such as lexical collocation. Therefore, this study aims at investigating the effect of direct and indirect written corrective feedback on low-performing ESL learners. Ninety-two students of a public university involved in the study. Three intact groups that have equal proficiency were identified at the beginning of the university’s academic term. A quasi-experimental design was employed with two experimental groups receiving indirect WCF and direct WCF separately, and a control group deprived of any treatment. The groups were measured in three different time points with pre-test before the intervention, immediate post-test after the intervention, and delayed post-test to measure retention effect. One-way ANOVA and repeated-measures ANOVA were used to measure the effect. The findings reveal that significant differences were detected in immediate post-tests of direct and indirect WCF groups which indicate that both WCF strategies can enhance participants’ collocational competency. Additionally, the findings also show that direct WCF strategy greatly affects participants collocation errors despite both groups performed better than the control group. This study demonstrates that retention effect was detected in the group that received direct WCF while the indirect WCF group was not able to retain - in delayed post-test. Recommendation is also discussed for Future directions of studies. PJEE 2020 Article PeerReviewed text en http://ir.unimas.my/id/eprint/32378/1/THE%20EFFECT%20OF%20WRITTEN%20CORRECTIVE%20FEEDBACKSTRATEGIESON%20COLLOCATION%20ERRORS%20OF%20LOW-PERFORMING%20ESL%20LEARNERS_pdf.pdf Abang, Fhaeizdhyall and Collin, Jerome (2020) THE EFFECT OF WRITTEN CORRECTIVE FEEDBACK STRATEGIES ON COLLOCATION ERRORS OF LOW-PERFORMING ESL LEARNERS. Premise : Journal of English Education and Applied Linguistics, 9 (2). pp. 143-163. ISSN 2442-482X https://ojs.fkip.ummetro.ac.id/index.php/english/article/view/2755 DOI: 10.24127/pj.v9i2.2755
institution Universiti Malaysia Sarawak
building Centre for Academic Information Services (CAIS)
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sarawak
content_source UNIMAS Institutional Repository
url_provider http://ir.unimas.my/
language English
topic P Philology. Linguistics
spellingShingle P Philology. Linguistics
Abang, Fhaeizdhyall
Collin, Jerome
THE EFFECT OF WRITTEN CORRECTIVE FEEDBACK STRATEGIES ON COLLOCATION ERRORS OF LOW-PERFORMING ESL LEARNERS
description The studies on error correction have been laying their emphasis on grammatical structures of the language with lack of focus on non-grammatical aspect such as lexical collocation. Therefore, this study aims at investigating the effect of direct and indirect written corrective feedback on low-performing ESL learners. Ninety-two students of a public university involved in the study. Three intact groups that have equal proficiency were identified at the beginning of the university’s academic term. A quasi-experimental design was employed with two experimental groups receiving indirect WCF and direct WCF separately, and a control group deprived of any treatment. The groups were measured in three different time points with pre-test before the intervention, immediate post-test after the intervention, and delayed post-test to measure retention effect. One-way ANOVA and repeated-measures ANOVA were used to measure the effect. The findings reveal that significant differences were detected in immediate post-tests of direct and indirect WCF groups which indicate that both WCF strategies can enhance participants’ collocational competency. Additionally, the findings also show that direct WCF strategy greatly affects participants collocation errors despite both groups performed better than the control group. This study demonstrates that retention effect was detected in the group that received direct WCF while the indirect WCF group was not able to retain - in delayed post-test. Recommendation is also discussed for Future directions of studies.
format Article
author Abang, Fhaeizdhyall
Collin, Jerome
author_facet Abang, Fhaeizdhyall
Collin, Jerome
author_sort Abang, Fhaeizdhyall
title THE EFFECT OF WRITTEN CORRECTIVE FEEDBACK STRATEGIES ON COLLOCATION ERRORS OF LOW-PERFORMING ESL LEARNERS
title_short THE EFFECT OF WRITTEN CORRECTIVE FEEDBACK STRATEGIES ON COLLOCATION ERRORS OF LOW-PERFORMING ESL LEARNERS
title_full THE EFFECT OF WRITTEN CORRECTIVE FEEDBACK STRATEGIES ON COLLOCATION ERRORS OF LOW-PERFORMING ESL LEARNERS
title_fullStr THE EFFECT OF WRITTEN CORRECTIVE FEEDBACK STRATEGIES ON COLLOCATION ERRORS OF LOW-PERFORMING ESL LEARNERS
title_full_unstemmed THE EFFECT OF WRITTEN CORRECTIVE FEEDBACK STRATEGIES ON COLLOCATION ERRORS OF LOW-PERFORMING ESL LEARNERS
title_sort effect of written corrective feedback strategies on collocation errors of low-performing esl learners
publisher PJEE
publishDate 2020
url http://ir.unimas.my/id/eprint/32378/1/THE%20EFFECT%20OF%20WRITTEN%20CORRECTIVE%20FEEDBACKSTRATEGIESON%20COLLOCATION%20ERRORS%20OF%20LOW-PERFORMING%20ESL%20LEARNERS_pdf.pdf
http://ir.unimas.my/id/eprint/32378/
https://ojs.fkip.ummetro.ac.id/index.php/english/article/view/2755
_version_ 1781710305564295168
score 13.211869

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