1992 Fiscal Year Final Research Report Summary
The Role of Teacher Feedback in EFL Writing Instruction
| Project/Area Number |
03451105
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| Research Category |
Grant-in-Aid for General Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Research Field |
Education on school subjects and activities
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| Research Institution | TOKYO GAKUGEI UNIVERSITY |
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Principal Investigator |
KANATANI Ken Tokyo Gakugei University, Dept.of Education, Associate Professor, 教育学部, 助教授 (70134757)
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| Co-Investigator(Kenkyū-buntansha) |
KATAYAMA Namio Tokyo Gakugei University, Dept.of Education, Assistant, 教育学部, 助手 (60214334)
TONO Yukio Tokyo Gakugei University, Dept.of Education, Lecturer, 教育学部, 講師 (10211393)
NODA Tetsuyu Tokyo Gakugei Univeristy, Dept.of Education, Associate Professor, 教育学部, 助教授 (30135834)
ITOH Kaichi Tokyo Gakugei University, Dept.of Education, Professor, 教育学部, 教授 (90015834)
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| Project Period (FY) |
1991 – 1992
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| Keywords | TEFL / Writing / Feedback / L2 acquisition / Error correction / Exposure / Classroom research |
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| Research Abstract |
This research is based upon a series of research, supported by a grant from the Ministry of Education, Science and Culture, investigating the effect of different feedback on Japanese EFL students' writing development. The basic findings of the present research can be summed up as follows :
(1)The effect of different types of feedback seems to vary, depending on the aspects of writing measures and the learners' proficiency levels. While there was no significant difference in the effect of feedback types in terms of total text length, the following results were obtained for other criteria :
UL>CR>ST : Mean T-unit length ; Mean error-free T-unit length (esp. in SH-2)
CR>UL=ST : Grammatical error percentage (SH-2)
(2)The study has provided evidence suggesting that there is a strong relationship between the editing methods and the learners' proficiency levels. The result implies that the higher proficiency students or those who have longer learning experience will appreciate teacher correction more positively. On the other hand, stamping was only effective in JH-2 and it gradually lost its effect as the subjects' academic years increased. The results, however, did not clearly indicate whether teacher correction was effective on the overall accuracy measures.
(3)Although the four-month program did not seem to make any visible contribution as to the students' development in writing quality, the results of the first four tasks given consecutively indicated that writing practice over time will increase accuracy.
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