Abstract
A Comparison of the Effects of Underlining with Coding System and Underlining Teachers’ Feedback on Accuracy and FluencyAbstract
This study compared EFL undergraduates’ writing accuracy and fluency as a result of receiving underlining and underlining with coding system teachers’ feedback. Sixty-seven freshmen and sophomores of intermediate English level without similar teachers’ feedback experience in a southern Taiwan university were selected and then randomly assigned to participate in two treatments: underlining and underlining with coding system teachers’ feedback. The experiments of the respective treatments lasted sixteen weeks (about 26 hours) and consisted of two weekly 100-minutes instructions on grammar, sentence structures and rhetoric skills. Students were required to write five narrative essays of autobiography with each between 150 – 200 words, and then submitted revision after receiving respective treatment. There were two major findings in terms of accuracy and fluency:
1. Accuracy: underlining with coding system group made highly significant improvement on error rate (reduction of error) whereas underling group did not.
2. Fluency: underlining with coding and underlining group did not make significant improvements of fluency rate (word production per minute).
The researcher concluded that the coding system assisted intermediate EFL undergraduates with coded error types and explicit examples, and yet without giving direct correction, it invited involvement for revision which improved writing accuracy; underlining feedback was insufficient in providing directions and indications of error for correction given its ambiguity.
| Date of Award | 2006 |
|---|---|
| Original language | English |
| Supervisor | Hui-Tzu Min (Supervisor) |