View Content #24045

From http://www.eltresearchbites.com/

Last week we noted Anthony Schmidt’s summary of the (lack of) evidence to support corrective grammar-based feedback on student writing (http://caslsintercom.uoregon.edu/content/24007). Here is Part 2, in which he summarizes a 2015 meta-analysis by Kang and Zan in which they conclude that there is a small to moderate effect of corrective feedback. The takeaway: “The meta-analysis serves as more evidence that WCF is a worthwhile instructional technique if a certain number of variables are met. First, WCF should be used with higher proficiency learners (intermediate and advanced). However, if it is to be used with lower-proficiency students, direct correction may be better than indirect correction. Research also suggests that focused correction may be better, but that was not indicated by this meta-analysis. Second, genre should be considered, with composition-like genres being more conducive to WCF, especially if it is included as an integral part of the overall writing process.”

Read the full summary at http://www.eltresearchbites.com/201710-written-feedback-does-it-work-part-2/