The Effectiveness of Corrective Feedback in Enhancing EFL Learner Writing Performance

Qiu Li, Suyansah Swanto, Noraini Binti Said

Abstract

This paper explores the effectiveness of corrective feedback from English teachers on EFL learners’ English writing performance. To be precise, it will explain how teacher feedback affects EFL learners’ English grammar learning through English writing. The research adopts a questionnaire survey and tests to have an empirical study. The experiment lasts for ten weeks with one hundred participants who are divided into two groups (one with corrective feedback and the other does not), thus comparing the differences of their English grammar via English writing performances to extract the effectiveness of TSCA and CBI-based model in English writing teaching. The research found that corrective feedback based on TSCA and CBI could effectively improve grammar learning of students in English writing performances. The innovative point of this paper lies in improving the accuracy of grammar rule usage by students and their writing levels via a teacher’s corrective feedback. It will provide a new model for grammar learning for EFL students. This study combines TSCA and CBI to explore the effectiveness of corrective feedback on the grammar learning of students in English writing performances. It will supplement the limitations of current studies and remedy the possible drawbacks of TSCA, thus providing a new teaching mode for English grammar learning.

 

Keywords: English writing, corrective feedback, direct feedback, indirect feedback.

 

DOI: https://doi.org/10.55463/hkjss.issn.1021-3619.61.30


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References


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