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Salience of Feedback on Error and Its Effect on EFL Writing Quality
Thomas Robb, Steven Ross and Ian Shortreed
Vol. 20, No. 1 (Mar., 1986), pp. 83-95
Stable URL: http://www.jstor.org/stable/3586390
Page Count: 13
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To date, few empirical studies have been designed to evaluate the effects of different types of feedback on error in the written work of second language writers. The study reported in this article contrasted four methods of providing feedback on written error. These methods differed in the degree of salience provided to the writer in the revision process. In the study, a factor analysis was used to reduce an initial set of 19 measures of writing skill to a subset of 7. Each of the 7 measures in the subset was then used as a dependent variable in an analysis of covariance design which contrasted the effects of the feedback methods on subsequent narrative compositions. Evidence against direct correction of error in written work is discussed.
TESOL Quarterly © 1986 Teachers of English to Speakers of Other Languages, Inc. (TESOL)