Masliza Yunus (2013) The effects of unfocused and focused written corrective feedback on grammatical accuracy among selected from 2 students. Masters thesis, Universiti Malaysia Sabah.
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Abstract
The issue of teacher feedback has been the subject of heated debate during the last few decades. Theorists, researchers and classroom practitioners alike have varying degrees of doubt over the efficacy of this widely practiced endeavour. Although various studies had been carried out, there are still uncertainties over the effects of feedback on improving learner's grammatical accuracy especially in producing new texts. The main objective of this study is to determine whether unfocused and focused written corrective feedback (CF) is effective in improving grammatical accuracy in the use of personal pronouns as subject and object in a sentence and possessive pronouns. A quasi-experimental study with a one-group pretest-posttest design involving 30 Form 2 students was carried out. The study was divided into unfocused written CF treatment for the first three weeks and focused written CF treatment for the subsequent three weeks. Data were collected based on four guided writing compositions, two for each type of CF treatment. For the unfocused CF treatment, all the errors were corrected while only errors on the use of personal pronouns and possessive adjectives were corrected for the focused feedback. Instances of error were analysed and scored using obligatory occasion analysis. The first composition was used as pretest, the revised text was used posttestl and a new piece of writing carried out a week later was used as posttest2. The Wilcoxon Signed Rank Test was used to analyse the data. Findings from the study show that both unfocused and focused written CF were equally effective in increasing grammatical accuracy in writing revised texts. However, it was found that unfocused written CF was more effective than focused written CF in increasing grammatical accuracy in writing new texts, which is in contrast to Ellis et a/.'s (2008) findings on these two types of feedback.
| Item Type: | Thesis (Masters) |
|---|---|
| Keyword: | Teacher feedback, Written corrective feedback, Focused and unfocused feedback, Grammatical accuracy in writing, English as a Second Language |
| Subjects: | L Education > LB Theory and practice of education > LB5-3640 Theory and practice of education > LB1603-1696.6 Secondary education. High schools |
| Department: | SCHOOL > School of Education and Social Development |
| Depositing User: | DG MASNIAH AHMAD - |
| Date Deposited: | 10 Oct 2025 16:44 |
| Last Modified: | 10 Oct 2025 16:44 |
| URI: | https://eprints.ums.edu.my/id/eprint/45371 |
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