Vol. 6 Issue 3
Year:2016
Issue:Jul-Sep
Title:Student beliefs towards Written Corrective Feedback: the case of Filipino high school students
Author Name: Roselle A. Balanga, Irish Van B. Fidel, Mone Virma Ginry P. Gumapac , Howell T. Ho, Riza Mae C. Tullo, Patricia Monette L. Villaraza and Camilla J. Vizconde
Synopsis:
The study identified the beliefs of high school students toward Written Corrective Feedback (WCF), based on the framework of Anderson (2010). It also investigated the most common errors that students commit in writing stories and the type of WCF students receive from teachers. Data in the form of stories which were checked by teachers were gathered from 83 students from a private sectarian school. Survey-questionnaires regarding beliefs in WCF were also administered. Five types of written corrective feedback were identified: direct feedback, indirect feedback, focused feedback, unfocused feedback and reformulation. Results also showed that students strongly agree that having good grammar is important in academic writing and academic success. They also strongly agreed on the statement: written corrective feedback (any written indication to show that an error has occurred) helped improve my grammar. The most common error found among the data was on the misuse or non-use of punctuations.
Year:2016
Issue:Jul-Sep
Title:Student beliefs towards Written Corrective Feedback: the case of Filipino high school students
Author Name: Roselle A. Balanga, Irish Van B. Fidel, Mone Virma Ginry P. Gumapac , Howell T. Ho, Riza Mae C. Tullo, Patricia Monette L. Villaraza and Camilla J. Vizconde
Synopsis:
The study identified the beliefs of high school students toward Written Corrective Feedback (WCF), based on the framework of Anderson (2010). It also investigated the most common errors that students commit in writing stories and the type of WCF students receive from teachers. Data in the form of stories which were checked by teachers were gathered from 83 students from a private sectarian school. Survey-questionnaires regarding beliefs in WCF were also administered. Five types of written corrective feedback were identified: direct feedback, indirect feedback, focused feedback, unfocused feedback and reformulation. Results also showed that students strongly agree that having good grammar is important in academic writing and academic success. They also strongly agreed on the statement: written corrective feedback (any written indication to show that an error has occurred) helped improve my grammar. The most common error found among the data was on the misuse or non-use of punctuations.
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