The Effect of Different Feedback on Writing Quality of College Students with Different Cognitive Styles
Keywords:
Different feedback, writing quality, cognitive styles
Abstract
Feedback provision in the process of writing has been believed that it is beneficial. However, different strategies of providing feedback may affect differently on writing quality of students. This study aimed at investigating the effect of different feedback provision on the writing quality of students having different cognitive styles. By conducting an experimental through a factorial research design, fifty-five of the fourth semester English students of STAIN Kediri were involved in this study. For analyzing the data, a two-way ANOVA was employed. The findings revealed that the effect of different feedback on writing quality of the students does not depend on the students’ cognitive styles. The result of the main effect analysis revealed that there was no significant difference on writing quality of students getting direct corrective feedback and those getting indirect corrective feedback.References
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Alroe, M. J. (2011). Error Correction of L2 Students’ Texts – Theory, Evidence and Pedagogy. Asian EFL Journal, 50, 35-73.
Bitchener, J., Young, S. & Cameron, D. (2005). The Effect of Different Types of Corrective Feedback on ESL Student Writing. Journal of Second Language Writing, 14, 191-205.
Bitchener, J. (2008). Evidence in Support of Written Corrective Feedback. Journal of Second Language Writing, 17, 102-118.
Bitchener, J. & Knoch, U. (2010). Raising the Linguistics Accuracy Level of Advanced L2 Writers with Written Corrective Feedback. Journal of Second Language Writing, 19, 207-217.
Black, Douglas Aaron & Nanni, Alexander. (2016). Written Corrective Feedback: Preferences and Justifications of Teachers and Students in a Thai Context. GEMA Online, 16(3), 2016
Brown. H.D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd Edition). New York: Addison Wesley Longman, Inc
Cahyono, B. Y. (2002). Maintaining Process and Improving Grammar Use in Writing. Melbourne Papers in Linguistics and Applied Linguistics, 1: 57-68.
Chandler, J. (2003). The Efficacy of Various Kind of Error Feedback fo Improvement in the Accuracy and Fluency of L2 Student Writing. Journal of Second Language Writing, 12, 267-296.
Cohen, B.H. (2001). Explaining Psychological Statistics. (2nd Edition). New York: John Wiley & Sons, Inc.
Devi, A. P. (2014). Teacher’s Corrective Feedback on Students’ Spoken Errors in an EFL Classroom. In proceeding of the Sixty First TEFLIN International Conference 2014, Solo, 7-9 Oktober 2014 (1127-1130), Solo: Sebelas Maret University.
Ellis. R. (1993a). Individual Learning Styles in Classroom Second Language Development. In Ellis, R (Ed.). Second Language Acquisition and Language Pedagogy. Clevedon: Multilingual Matters LTD.
Ellis. R. (1993b). Classroom Learning Styles and Their Effect on Second Language Acquisition: A Study of Two Learners. In Ellis, R (Ed.). Second Language Acquisition and Language Pedagogy. Clevedon: Multilingual Matters LTD.
Ellis, R., Sheen, Y., Murakami, M., and Takashima, H. (2008). The Effects of Focused and Unfocused Written Corrective Feedback on Japanese University Students’ Use of English Articles in Narratives. System, 36, 353-371.
Ellis, R. (2009). A Typology of Written Corrective Feedback Types. ELT Journal, 63(2): 97-107.
Fang, X. & Xue-mei, J. (2007). Error Analysis and the EFL Classroom Teaching. US-China Education Review, 4(9), 10-14.
Hammond, E.R. (1989). Critical Thinking, Thoughtful Writing. New York: McGraw-Hill, Inc.
Ferris, D. R. (1999). The Case for Grammar Correction in L2 Writing Classes; A Response to Truscott (1996). Journal of Second Language Writing, 8, 1-11.
Ferris, D. R., & Helt, M. (2000, March 11-14). Was Truscott Right? New Evidence on the Effects of Error Correction in L2 Writing Classes. Paper Presented at the American Association of Applied Linguistics Conference.
Ferris, D.R. & Roberts, B. (2001). Error Feedback in L2 Writing Classes: How Explicit Does It Needs to be?. Journal of Second Language Writing, 10, 161-184.
Ferris, D. R. (2004). The “Grammar Correction” Debate in L2 Writing: Where Are We, and Where Do We Go from Here? (and What Do We Do in the Meantime?) Journal of Second Language Writing, 13, 49-62.
Ferris, D. R. (2005). Treatment of Errors in Second Language Student Writing. Michigan: The University of Michigan Press.
Gebhard, J. G. (2006). Teaching English as a Foreign or Second Language: A Self-Development and Methodology Guide. Michigan: University of Michigan.
Goldstein, K.M. & Blackman, S. (1978). Cognitive Styles: Five Approaches and Relevant Research. New York: Wiley & Sons.
Greenslade, T. A. & Felix-Brasdefer, J. C. (2006). Error Correction and Learner Perceptions in L2 Spanish Writing. In Klee, C. A. & Face, T. L. (Eds.) Selected Proceedings of the 7th Conference on the Acquisition of Spanish and Portuguese as First and Second Language. (pp. 185-194). Sommerville, MA: Cassadilla Proceedings Project.
Guenétte, D. (2007). Is Feedback Pedagogically Correct? Research Design Issues in Studies of Feedback on Writing. Journal of Second Language Writing, 16, 40-53.
Heriyawati, D. F. (2015). Working Memory Capacity, Content Familiarity, and Reading Comprehension. Unpublished Doctoral Dissertation. State University of Malang.
Harmer, J. (2012). Essential Teacher Knowledge: Core Concepts in English Language Teaching. Essex: Pearson Education Limited.
Hartshorn, K. J., Evans, N. W., McCollum, R. M. & Wolfersberger, M. (2010). Contextualizing Corrective Feedback in Second Language Pedagogy. Language Teaching Research, 14(4), 445-463.
Hyland, F. & Hyland, K. (2001). Sugaring the Pill: Praise and Criticism in Written Feedback). Journal of Second Language Writing, 10, 185-212.
Hyland, F. (2003). Focusing on Form: Student Engagement with Teacher Feedback. System, 21, 217-230.
Katayama, A. (2007). Japanese EFL Students’ Preference toward Correction of Classroom Oral Errors. Asian EFL Journal, 9(4), 289-305.
Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. London and New York: Longman.
Larsen-Freeman & Long. (1991). An Introduction to Second Language Acquisition Research. New York: Longman.
Lee, G. & Schallert. D. L. (2008). Meeting in the Margin: Effects of the Teacher-Student Relationship on Revision Processes of EFL College Students Taking a Composition Course. Journal of Second Language Writing,17, 165-182.
Lee. I. (2008a). Understanding Teachers’ Written Feedback Practices in Hong Kong Secondary Classrooms. Journal of Second Language Writing, 17, 69-85.
Lee, I. (2008b). Student Reactions to Teacher Feedback in Two Hong Kong Secondary Classrooms. Journal of Second Language Writing, 17, 144-165
Lewis, M. (2002). Giving Feedback in Language Classes. Singapore: SEAMEO Regional Language Centre.
Lightbown, P. M. & Spada, N. (2006). How Languages are Learned, Third Edition. Oxford: Oxford University Press.
Liskinasih, Ayu. (2016). Corrective Feedbacks Interaction in CLT-adopted Classrooms. Indonesian Journal of Applied Linguistics, 6(1), 2016
Mansourizadeh, K. & Abdullah, K.I. (2014). The Effects of Oral and Written Meta-Linguistic Feedback on ESL Students Writing. 3L: Language, Linguistics, Literature®, 20 (2), 2014
Marzban, A. & Arabahmadi, S. (2013). The Effect of Written Corrective Feedback on Iranian EFL Students’ Writing. Procedia- Social and Behavioral Science, 83, 1000-1005
Muth’im, A. (2010). EFL Learners’ Ability in Writing Comparison-Contrast Essays. In B.Y. Cahyono (Ed.), Second Language Acquisition and English Language Teaching (pp. 105-115). Malang: State University of Malang (UM Press).
Muth’im, A. (2013). The Effectiveness of Indirect Error Correction Feedback on the Quality of Students’ Writing. Unpublished Dissertation. Malang: State University of Malang.
Noor, M. (2016). Improving the Ability in Writing Narrative Text of Junior High School Students through Peer Feedback. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 1(1), 2016
O’Malley, J. M. & Pierce, L.V. (1996). Authentic Assessment for English Language Learners: Practical Approaches for Teachers. White Plains, NY: Addison-Wesley.
Poorebrahim, Fatemeh. (2017). Indirect Written Corrective Feedback, Revision, and Learning. Indonesian Journal of Applied Linguistics, 6(2), 2017
Qomariyah, S.S. & Permana, D. (2016). Process Based Approach towards Students’ Creativity in Writing English Paragraph. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 1(1), 2016
Rustipa, K. (2014). The Effectiveness of Direct and Indirect Written Corrective Feedback in Improving EFL Learners’ Hortatory Exposition Writing. In proceeding of the Sixty First TEFLIN International Conference 2014, Solo, 7-9 Oktober 2014 (625-627), Solo: Sebelas Maret University.
Sachs, R. & Polio, C. (2007). Learners’ Uses of Two Types of Written Feedback on a L2 Writing Revision Task. SSLA, 29, 67-100.
Sheen, Y. (2007). The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners’ Acquisition of Articles. TESOL Quarterly, 41: 225-283.
Suseno, M. (2014). Roles of Feedback to Overcome Grammatical Problems of Academic Writing in EFL Class In proceeding of the Sixty First TEFLIN International Conference 2014, Solo, 7-9 Oktober 2014 (685-688), Solo: Sebelas Maret University.
Truscott, J. (1999). The Case for “The Case Against Grammar Correction in L2 Writing Classes”; A Response to Ferris. Journal of Second Language Writing, 8, 111-122.
Truscott, J. (2007). The Effect of Error Correction on Learners’ Ability to Write Accurately. Journal of Second Language Writing, 16, 255-272.
Truscott, J. & Hsu, A. Y. (2008). Error Correction, Revision, and Learning. Journal of Second Language Writing, 17, 292-305.
Ur, P. (1996). A Course in Language Teaching, Practice and Theory. Cambridge: Cambridge University Press.
Alroe, M. J. (2011). Error Correction of L2 Students’ Texts – Theory, Evidence and Pedagogy. Asian EFL Journal, 50, 35-73.
Bitchener, J., Young, S. & Cameron, D. (2005). The Effect of Different Types of Corrective Feedback on ESL Student Writing. Journal of Second Language Writing, 14, 191-205.
Bitchener, J. (2008). Evidence in Support of Written Corrective Feedback. Journal of Second Language Writing, 17, 102-118.
Bitchener, J. & Knoch, U. (2010). Raising the Linguistics Accuracy Level of Advanced L2 Writers with Written Corrective Feedback. Journal of Second Language Writing, 19, 207-217.
Black, Douglas Aaron & Nanni, Alexander. (2016). Written Corrective Feedback: Preferences and Justifications of Teachers and Students in a Thai Context. GEMA Online, 16(3), 2016
Brown. H.D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd Edition). New York: Addison Wesley Longman, Inc
Cahyono, B. Y. (2002). Maintaining Process and Improving Grammar Use in Writing. Melbourne Papers in Linguistics and Applied Linguistics, 1: 57-68.
Chandler, J. (2003). The Efficacy of Various Kind of Error Feedback fo Improvement in the Accuracy and Fluency of L2 Student Writing. Journal of Second Language Writing, 12, 267-296.
Cohen, B.H. (2001). Explaining Psychological Statistics. (2nd Edition). New York: John Wiley & Sons, Inc.
Devi, A. P. (2014). Teacher’s Corrective Feedback on Students’ Spoken Errors in an EFL Classroom. In proceeding of the Sixty First TEFLIN International Conference 2014, Solo, 7-9 Oktober 2014 (1127-1130), Solo: Sebelas Maret University.
Ellis. R. (1993a). Individual Learning Styles in Classroom Second Language Development. In Ellis, R (Ed.). Second Language Acquisition and Language Pedagogy. Clevedon: Multilingual Matters LTD.
Ellis. R. (1993b). Classroom Learning Styles and Their Effect on Second Language Acquisition: A Study of Two Learners. In Ellis, R (Ed.). Second Language Acquisition and Language Pedagogy. Clevedon: Multilingual Matters LTD.
Ellis, R., Sheen, Y., Murakami, M., and Takashima, H. (2008). The Effects of Focused and Unfocused Written Corrective Feedback on Japanese University Students’ Use of English Articles in Narratives. System, 36, 353-371.
Ellis, R. (2009). A Typology of Written Corrective Feedback Types. ELT Journal, 63(2): 97-107.
Fang, X. & Xue-mei, J. (2007). Error Analysis and the EFL Classroom Teaching. US-China Education Review, 4(9), 10-14.
Hammond, E.R. (1989). Critical Thinking, Thoughtful Writing. New York: McGraw-Hill, Inc.
Ferris, D. R. (1999). The Case for Grammar Correction in L2 Writing Classes; A Response to Truscott (1996). Journal of Second Language Writing, 8, 1-11.
Ferris, D. R., & Helt, M. (2000, March 11-14). Was Truscott Right? New Evidence on the Effects of Error Correction in L2 Writing Classes. Paper Presented at the American Association of Applied Linguistics Conference.
Ferris, D.R. & Roberts, B. (2001). Error Feedback in L2 Writing Classes: How Explicit Does It Needs to be?. Journal of Second Language Writing, 10, 161-184.
Ferris, D. R. (2004). The “Grammar Correction” Debate in L2 Writing: Where Are We, and Where Do We Go from Here? (and What Do We Do in the Meantime?) Journal of Second Language Writing, 13, 49-62.
Ferris, D. R. (2005). Treatment of Errors in Second Language Student Writing. Michigan: The University of Michigan Press.
Gebhard, J. G. (2006). Teaching English as a Foreign or Second Language: A Self-Development and Methodology Guide. Michigan: University of Michigan.
Goldstein, K.M. & Blackman, S. (1978). Cognitive Styles: Five Approaches and Relevant Research. New York: Wiley & Sons.
Greenslade, T. A. & Felix-Brasdefer, J. C. (2006). Error Correction and Learner Perceptions in L2 Spanish Writing. In Klee, C. A. & Face, T. L. (Eds.) Selected Proceedings of the 7th Conference on the Acquisition of Spanish and Portuguese as First and Second Language. (pp. 185-194). Sommerville, MA: Cassadilla Proceedings Project.
Guenétte, D. (2007). Is Feedback Pedagogically Correct? Research Design Issues in Studies of Feedback on Writing. Journal of Second Language Writing, 16, 40-53.
Heriyawati, D. F. (2015). Working Memory Capacity, Content Familiarity, and Reading Comprehension. Unpublished Doctoral Dissertation. State University of Malang.
Harmer, J. (2012). Essential Teacher Knowledge: Core Concepts in English Language Teaching. Essex: Pearson Education Limited.
Hartshorn, K. J., Evans, N. W., McCollum, R. M. & Wolfersberger, M. (2010). Contextualizing Corrective Feedback in Second Language Pedagogy. Language Teaching Research, 14(4), 445-463.
Hyland, F. & Hyland, K. (2001). Sugaring the Pill: Praise and Criticism in Written Feedback). Journal of Second Language Writing, 10, 185-212.
Hyland, F. (2003). Focusing on Form: Student Engagement with Teacher Feedback. System, 21, 217-230.
Katayama, A. (2007). Japanese EFL Students’ Preference toward Correction of Classroom Oral Errors. Asian EFL Journal, 9(4), 289-305.
Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. London and New York: Longman.
Larsen-Freeman & Long. (1991). An Introduction to Second Language Acquisition Research. New York: Longman.
Lee, G. & Schallert. D. L. (2008). Meeting in the Margin: Effects of the Teacher-Student Relationship on Revision Processes of EFL College Students Taking a Composition Course. Journal of Second Language Writing,17, 165-182.
Lee. I. (2008a). Understanding Teachers’ Written Feedback Practices in Hong Kong Secondary Classrooms. Journal of Second Language Writing, 17, 69-85.
Lee, I. (2008b). Student Reactions to Teacher Feedback in Two Hong Kong Secondary Classrooms. Journal of Second Language Writing, 17, 144-165
Lewis, M. (2002). Giving Feedback in Language Classes. Singapore: SEAMEO Regional Language Centre.
Lightbown, P. M. & Spada, N. (2006). How Languages are Learned, Third Edition. Oxford: Oxford University Press.
Liskinasih, Ayu. (2016). Corrective Feedbacks Interaction in CLT-adopted Classrooms. Indonesian Journal of Applied Linguistics, 6(1), 2016
Mansourizadeh, K. & Abdullah, K.I. (2014). The Effects of Oral and Written Meta-Linguistic Feedback on ESL Students Writing. 3L: Language, Linguistics, Literature®, 20 (2), 2014
Marzban, A. & Arabahmadi, S. (2013). The Effect of Written Corrective Feedback on Iranian EFL Students’ Writing. Procedia- Social and Behavioral Science, 83, 1000-1005
Muth’im, A. (2010). EFL Learners’ Ability in Writing Comparison-Contrast Essays. In B.Y. Cahyono (Ed.), Second Language Acquisition and English Language Teaching (pp. 105-115). Malang: State University of Malang (UM Press).
Muth’im, A. (2013). The Effectiveness of Indirect Error Correction Feedback on the Quality of Students’ Writing. Unpublished Dissertation. Malang: State University of Malang.
Noor, M. (2016). Improving the Ability in Writing Narrative Text of Junior High School Students through Peer Feedback. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 1(1), 2016
O’Malley, J. M. & Pierce, L.V. (1996). Authentic Assessment for English Language Learners: Practical Approaches for Teachers. White Plains, NY: Addison-Wesley.
Poorebrahim, Fatemeh. (2017). Indirect Written Corrective Feedback, Revision, and Learning. Indonesian Journal of Applied Linguistics, 6(2), 2017
Qomariyah, S.S. & Permana, D. (2016). Process Based Approach towards Students’ Creativity in Writing English Paragraph. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 1(1), 2016
Rustipa, K. (2014). The Effectiveness of Direct and Indirect Written Corrective Feedback in Improving EFL Learners’ Hortatory Exposition Writing. In proceeding of the Sixty First TEFLIN International Conference 2014, Solo, 7-9 Oktober 2014 (625-627), Solo: Sebelas Maret University.
Sachs, R. & Polio, C. (2007). Learners’ Uses of Two Types of Written Feedback on a L2 Writing Revision Task. SSLA, 29, 67-100.
Sheen, Y. (2007). The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners’ Acquisition of Articles. TESOL Quarterly, 41: 225-283.
Suseno, M. (2014). Roles of Feedback to Overcome Grammatical Problems of Academic Writing in EFL Class In proceeding of the Sixty First TEFLIN International Conference 2014, Solo, 7-9 Oktober 2014 (685-688), Solo: Sebelas Maret University.
Truscott, J. (1999). The Case for “The Case Against Grammar Correction in L2 Writing Classes”; A Response to Ferris. Journal of Second Language Writing, 8, 111-122.
Truscott, J. (2007). The Effect of Error Correction on Learners’ Ability to Write Accurately. Journal of Second Language Writing, 16, 255-272.
Truscott, J. & Hsu, A. Y. (2008). Error Correction, Revision, and Learning. Journal of Second Language Writing, 17, 292-305.
Ur, P. (1996). A Course in Language Teaching, Practice and Theory. Cambridge: Cambridge University Press.
Published
2017-06-24
How to Cite
Wahyuni, S. (2017). The Effect of Different Feedback on Writing Quality of College Students with Different Cognitive Styles. Dinamika Ilmu, 17(1), 39-58. https://doi.org/10.21093/di.v17i1.649
Section
Articles
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