The Effects of Teacher Indirect Feedback and Collaborative Revision Activity on Grammatical Accuracy of Thai College Students’ Writing

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Wilai Phiewma and Watana Padgate

Abstract

     This study investigated the effects of indirect feedback together with collaborative revision on the accuracy improvement of the target grammatical features found in narrative paragraph. This study was a quasi-experimental design with a pretest and immediate posttest structure using one experimental group and one control group.The participants of the study were two intact classes of second-year undergraduate students majoring in Business English at Loei Rajabhat University, Thailand These students enrolled in a Basic English Writing course offered in the first semester of the academic year 2014. After the errors of the target grammatical features in three narrative paragraphs were underlined by the teacher, one group of the students (N=30), an experimental group, corrected the errors with their partner whose English language ability level was either the same or different from theirs, and the other group of students (N=27), the control group, edited their errors individually. Research instruments were a passage correction test and a narrative writing test. The findings showed that 1) The post-test scores of both groups were not significantly different from their pre-test scores, 2) The post-test scores of the experimental group and of the control group were not significantly different from each other, and 3) The students with different levels of English proficiency seemed to benefit differently from the collaborative revision activity. The findings of this study suggested that self-revision and collaborative revision activities which were done after the errors of the target grammatical features on the pieces of writing were detected in the form of underlining resulted in neither positive nor negative effects on the grammatical accuracyof the students in this study. These findings may suggest that the students’ learning backgrounds and levels of English proficiency should be brought into consideration when the teacher plans to implement the teacher indirect feedback and collaborative revision activity to improve grammatical accuracy in a writing classroom.

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Keywords
Indirect Feedback, Collaborative Revision Activity, Grammatical Accuracy Improvement
Section
Research Articles

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How to Cite
AND WATANA PADGATE, Wilai Phiewma. The Effects of Teacher Indirect Feedback and Collaborative Revision Activity on Grammatical Accuracy of Thai College Students’ Writing. Journal of Community Development Research (Humanities and Social Sciences), [S.l.], v. 10, n. 2, p. 1-10, june 2017. ISSN 2539-5521. Available at: <http://www.journal.nu.ac.th/JCDR/article/view/1815>. Date accessed: 22 oct. 2019.