The Effects of Dynamic Written Corrective Feedback: A 30-Week Study

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K. James Hartshorn Norman W. Evans

Abstract

This study addresses several challenges in written corrective feedback (WCF) research. First, scholars have expressed concerns that while studies of focused WCF may benefit some classrooms and may help advance second language acquisition theory, they may not represent ecologically valid methods where comprehensive feedback may be more appropriate. Second, many focused WCF studies only report on learner performance within a narrow list of linguistic features, making it impossible for others to determine any secondary benefits or detriments of the treatment. Finally, many research studies of WCF have been of limited duration, making it difficult to identify longer-term effects of various WCF methods. Therefore, this study is an attempt to address these issues by examining the effects of dynamic WCF over a 30-week period. In addition to analyzing linguistic accuracy, this study examined the effects of dynamic WCF on rhetorical appropriateness, fluency, complexity, and vocabulary development over a 30-week period. While improvements in linguistic accuracy were observed for the treatment group when compared to a control group, no other differences were found. Implications for pedagogy and future research are discussed.   

Article Details

How to Cite
Hartshorn, K. J., & Evans, N. (2015). The Effects of Dynamic Written Corrective Feedback: A 30-Week Study. Journal of Response to Writing, 1(2). Retrieved from https://journalrw.org/index.php/jrw/article/view/45
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Author Biographies

K. James Hartshorn, Brigham Young University English Language Center

K. James Hartshorn received his PhD in instructional psychology with a specialization in second language acquisition. He has been involved in second language education in the United States and Asia for nearly three decades. He currently serves as Associate Coordinator of Brigham Young University’s English Language Center. James’ research centers on second language writing and the effects of formal instruction on second language development.

Norman W. Evans, Brigham Young University Department of Linguistics and English Language

Norman Evans is a faculty member in the Linguistics and English Language Department at Brigham Young University where he is Coordinator of the TESOL MA program and the English Language Center. His research focuses on writing in a second language, language teaching methods, and curriculum development.