do they change over time? presenter: john haupt ohio university
TRANSCRIPT
Do they change over time?
Presenter:John Haupt
Ohio University
The Feedback DebateTruscott, 2007; Truscott, J. & Hsu, A.Y, 2008Ferris, 2004; Ellis, 2008; Bitchener, 2008; Sheen, 2007a
Interest in Student Centered LearningContradictory feedback exists
Students value feedbackFerris, 1995, 1997, 2001, 2003, 2006Brice, 1995; Hedgecock & Lewis, 1996
Students don’t value feedbackRadecki & Swales, 1998
Receptors, Semi-receptors and Resisters
Hyland, 1998; Lee & Schallert, 2008
Student perceptions of feedback’s usefulness over time
How students' perceptions of usefulness of local written corrective feedback compare to their accuracy of use of local written corrective feedback in text revision
1. Do students’ perceptions of local written corrective feedback change over time? Why or why not?
2. How do students' perceptions of usefulness compare their accurate use of feedback in text revision from the beginning of the term to the end of the term?
Participants 42 Advanced Level ESL students in the OPIE 450-499 on TOEFL Mix between graduates and undergraduates China (74%), Saudi Arabia (14%), Japan (5%), Iraq (5%) and Vietnam (2%)
Survey Development-A survey was developed using the 5 types of local written corrective feedback studied in literature (Bitchener & Knock, 2009; Sheen, 2007a; Ferris, 2006; Ferris, 2001)
Administer surveys during the 1st week of the term
Administer identical surveys during the 8th week of the term
Determine number and percentage of students whose perceptions changed
Interview students whose perceptions changed
Interview students whose perceptions did not change
Determine meaningful change Determine percentages for each scale number
(1)0-10%(2)10-25%(3)25-40%(4)40-55%(5)55-70%(6)70-85%(7)85-100%
Meaningful change: movement of two or more points on the Likert-scalea change in feedback most useful for grammar learning
Categories
Percentage of students whose perceptions of feedback changed in at least one type of feedback two or more pointsPercentage of students whose perceptions of feedback changed in at least one type of feedback three or more pointsPercentage of students whose perceptions of feedback changed two or more points in two or more types of feedbackPercentage of students whose perceptions of feedback changed three or more points in two or more types of feedbackPercentage of students whose perceptions of feedback changed in feedback's usefulness for learning grammar
Percentage of students whose perceptions of feedback changed in at least one type of feedback two or more points
85.71%Percentage of students whose perceptions of feedback changed in at least one type of feedback three or more points
50%Percentage of students whose perceptions of feedback changed two or more points in two or more types of feedback
64.28%Percentage of students whose perceptions of feedback changed three or more points in two or more types of feedback
23.81%Percentage of students whose perceptions of feedback changed in feedback's usefulness for learning grammar
50%
14 of the 36 participants whose perceptions changed agreed to do the interview
All answers related to experience with feedback-Experience with teacher -Understanding of the writing process better-Learning grammar gave him skills to self-edit-Viewpoint of what feedback is used for changed
1 of the 6 participants whose perception did not change agreed to do the interview
- Simply stated his ideas did not change
*Two of the six changed their perceptions of which feedback is most useful in learning grammar*
ParticipantsOne class of 13 students9 Chinese and 4 Saudi Arabian1 Teacher
Student texts3 Essays (39 Essays)2 draft processGlobal and local feedback on first draft
Analyze errors and students’ accurate revisions of errors using the five types of feedback in the survey
Type 1: uncoded indirectType 2: coded indirectType 3: coded indirect with metalinguistic feedbackType 4: direct Type 5: direct with metalinguistic feedback
Compare revision accuracy percentages for each type of feedback to ratings on first and second survey
Compare all errors marked with feedback on first and second drafts
Conrad & Goldstein's revision scale (1999) : successful revision, unsuccessful revision and not revised
Additional category was added: lost to side comment
Scale further simplifiedSuccessful revision = yesUnsuccessful revision & not revised = noLost to side comment = not considered
Feedback Rating: Type 2
Rating Percentage
Essay Number
Rate of Accurate
Use
Survey 1 3 25-40% 1 16/25
2 14/20
Survey 2 5 55-75% 3 13/21
Total 43/66
Percentage 65%
Errors marked by teacher1,182 grammar errors marked
Feedback type 1: 127 Feedback type 2: 390 Feedback type 3: 0 Feedback type 4: 664 Feedback type 5: 1
80 ratings were used for comparison 15 out of 80 (18.75%) matched perceptions of
usefulness with accuracy of use in text revision 5 out of 40 (12.5%) on the first survey 10 out of 40 (25%) on the second survey
Students under-rated feedback 81.53% of the time
Students over-rated feedback 18.46% of the time Feedback Type 1: 51.97% / Average Rating: 2.54 Feedback Type 2: 55.64% / Average Rating: 4.34 Feedback Type 4: 80.42% / Average Rating: 3.96
17 instances of changes in perceptions occured13 out of 17 (76.47%) led to a more accurate
comparison between perception and accuracy of use of feedback
4 out of 17 (23.53%) led to a less accurate comparison between perception and accuracy of use of feedback
No information about students whose perceptions did not change
Teacher did not use all types of feedbackStudy does not look at specific types of
errors: treatable Vs untreatableNo information about why students correctly
or incorrectly used feedbackNo information on students using different
types of feedback more accurately over time
How should teachers approach giving local written corrective feedback?Should teacher's follow students’ desires for
certain types of feedback?Not Necessarily
Students in this study perceptions of feedback changedVariation of students perceptions of feedback within
the groupTeachers should use surveys
To gain a better understanding of their students’ writing experiences and opinions, especially with multi-draft writing and feedback
To open up dialogue between students and the teacher
How can teacher’s help students use their feedback better?Provide students the opportunity to practice using feedback on errors
that occur in authentic student writing samplesProvide students with in class writing workshops where they can ask
questions with peers or the teacher about their papersProvide students with opportunities for face-to-face conferencing
outside of classIs there a practice effect with written corrective
feedback?When change occurred, 76% of the time a more accurate
comparison between perception and accuracy of use resulted.Questions that need answers:
Do students get better at using feedback over time? If so, what does this tell us about standardizing feedback in writing
curriculums and programs?
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Conrad, S. & Goldstein, L. (1999). ESL student revision after teacher-written comments: Text, contexts, and individuals. Journal of Second Language Writing, 8(2), 147-179.
Ellis, R., Sheen, Y., Murakami, M., Takashima, H. (2008). The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System, 36(3), 352-371.
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John HauptDepartment of Linguistics383 Gordy HallAthens, OH 45701Email: [email protected]