Exploring effects of direct feedback and indirect coded feedback in an EFL classroom in Hong Kong

Abstract

Adopting mainly the cognitive framework and borrowing from socio-cultural theories, this thesis compares the effects of the two types of written corrective feedback (WCF) – direct corrective feedback (DCF) and indirect coded feedback (ICF) and explores the cognitive processing of the WCF. The study involves a quasi-experiment with a follow-up study of students’ cases in investigating the effects of WCF. The quasi-experiment was conducted to compare the effects of the DCF and the ICF on improving the accuracy of students’ writing in two linguistic errors: tense and word choice. Two intact secondary five classes in a local school with students of below average abilities participated in the research. Each participant was asked to complete a total of three writing tasks (pre-test, post-test and delayed post-test) over two months. After each task was returned, they revised their work based on the feedback given. The DCF group received direct feedback with the correction given to them. The ICF group received the codes ‘t’ for tense error and ‘ww’ for word choice error and were asked to self-correct their errors. The findings show that only the DCF group substantially performed better in the post-test and the delayed post-test than in the pre-test. However, no significant differences were found when comparing the effects of the two feedback groups. An analysis of instances of individual feedback shows evidence of effect of both feedback types but to different learners. To explore the connection between how learners cognitively process WCF and the effectiveness of the WCF in improving their writing, a follow-up study of students’ cases was carried out. This involved two students from each group who improved the most and the least. As in the quasi-experiment, all four students wrote three writing tasks over a period of two months and each time their work was returned, they revised their writing according to the feedback given to them. A stimulated recall interview was conducted in the treatment session of the pre-test and after each post-test in order to explore how the WCF is processed by the participants in all three instances. Three factors that determine the effectiveness of the WCF were identified: (1) whether the feedback could be processed with understanding; (2) whether the knowledge gained can be built on and consolidated; and (3) whether the learners can pay enough attention to the areas for improvement provided by the feedback the next time they write. The findings of the quasi-experiment and the follow-up study provide information on how the WCF can be employed and its benefits maximized adding to the group of WCF studies in different contexts among groups of below average EFL learners. Understanding these findings from the cognitive and socio-cultural theories also adds knowledge to the role of the two theories in the effect of WCF. Further research into other factors that contribute to the effectiveness of the WCF and those that may hamper it can help teachers make better pedagogical decisions