Direct FeedBack vs Indirect FeedBack

Mtra. Maritza Cruz Narvez Universidad Iberoamericana

Corrective feedback in EFL

Corrective feedback (CF) has been a controversial topic in the last decades since real benefits that it offers are varied, for both basic and advanced students. Providing CF is not just to write codes or comments aside a written text, it implies to learn what it is for and how it works. In this include teacher (reader) and student (writer). Talking about the students (the writer), it is important to keep in mind that it does not matter how efficient CF may be from teachers perspective, the student has his own point of view about receiving CF since it may affect his self esteem, motivation and attitude toward investing time on something that needs so many revisions. A pilot study conducted by De Mara (2010) providing indirect feedback to basic levels, showed that one of the students in basic level with the lowest proficiency in L2 in a group of three participants made the biggest improvement compared with two more students with a much better proficiency at the end of a four month course. Advanced students are more benefited than basic students.

Evaluating Corrective Feedback in Mexican college students.

Maritza Cruz Narvez*, Advisor: Nancy Keranen**
*Univeridad Iberoamericana, Puebla Mxico **Universidad Autnoma de Puebla, Puebla Mxico.

ABSTRACT
This study tests out findings of previous studies looking at the outcomes of using D-FB and I-FB on university L2 writing. The poster presents the pilot study findings under similar circumstances as well as the panorama of plan, redefined objectives, RQs, a mixed method research and expected results.

RESEARCH QUESTIONS
RQ1.- How effective is D-FB versus I-FB on basic EFL learners writing in short and long term? RQ2.- Which linguistic elements do students seem to attend to most as a result of DFB and IFB? RQ3.- How useful are D-FB and I-FB from students perspective?

METHODOLOGY
Stage 1: Collecting essays Stage 2: Collecting exam scores Final version
Teacher# 2 scores writing section

INTRODUCTION
Writing has been considered a difficult skill to teach in the Mexican private university where I work since there is not a standard criterion or agreed corrective strategy. Therefore, writing has often been frustrating for students when they are evaluated in exams with a criterion which rarely or never has been used in class and controversial for teachers who rarely or never correct EFL learners writings using an established strategy depending on the levels of the students. This study attempts to compare how beneficial D-FB versus I-FB are in short and long term, based on the increase and decrease of numbers of linguistics errors and the participants perceptions.

Stage 3: Collecting Participants opinion

Draft1

Teacher # 1 provides Corrective FB

ANTICIPATED FINDINGS
Triangulati on of data
Analysis of essays Reliable and valid findings Impartial exam scores Participa nts opinion

PILOT STUDY
D-FB was applied in a group of four students. Findings revelead that there was a substantial progress in Word choice (WC), Verb Form (VF) and Spelling (SP).

Particpants may reduce number of errors in specific categories. They may find D-Fb easier to follow and I-Fb challenging and useless.