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    题名: Noticing and EFL Written Feedback Strategies
    作者: Yang, Yi-Chun Christine
    贡献者: 臺灣英語教學期刊
    关键词: noticing;models;reformulations;error correction
    日期: 2024-04
    上传时间: 2024-05-10 09:10:58 (UTC+8)
    摘要: This study examines the relationship between EFL students’ noticing and three written feedback strategies. The convenience sampling method was adopted and four intact classes were randomly assigned into four groups: the model, the error correction, the reformulation, and the control groups. After the completion of picture-cued writing tasks as pretests, three treatment conditions and a noticing log were employed in the respective comparative activities. Focus group interviews were for triangulating the data collected from the log. There was a two-to-four-week interval between the posttest and the delayed posttest to obtain the feedback strategies' short- and long-term effects. An analytical scale was adopted to measure students’ writing performance. Johnson Neyman analyses showed a significant difference among the three experimental groups in both posttests as well as that between the reformulation, the error correction, and the control groups in the posttest. Students in the reformulation and the error correction groups reported noticing grammatical problems. Those in the model group declared noticing their inability to develop ideas and describe details. Further analysis showed that learners’ noticing contributed to the enhancement of content, grammar, organization, punctuation, and lexis in the model and the error correction groups.
    關聯: 臺灣英語教學期刊, 21(1), 1-36
    数据类型: article
    DOI 連結: https://doi.org/10.30397/TJTESOL.202404_21(1).0001
    DOI: 10.30397/TJTESOL.202404_21(1).0001
    显示于类别:[臺灣英語教學期刊 THCI] 期刊論文

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