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政大機構典藏 > 學術期刊 > 臺灣英語教學期刊 THCI > 期刊論文 > Item 140.119/151154

Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/151154

Title:	Noticing and EFL Written Feedback Strategies
Authors:	Yang, Yi-Chun Christine
Contributors:	臺灣英語教學期刊
Keywords:	noticing;models;reformulations;error correction
Date:	2024-04
Issue Date:	2024-05-10 09:10:58 (UTC+8)
Abstract:	This study examines the relationship between EFL students’ noticing and three written feedback strategies. The convenience sampling method was adopted and four intact classes were randomly assigned into four groups: the model, the error correction, the reformulation, and the control groups. After the completion of picture-cued writing tasks as pretests, three treatment conditions and a noticing log were employed in the respective comparative activities. Focus group interviews were for triangulating the data collected from the log. There was a two-to-four-week interval between the posttest and the delayed posttest to obtain the feedback strategies' short- and long-term effects. An analytical scale was adopted to measure students’ writing performance. Johnson Neyman analyses showed a significant difference among the three experimental groups in both posttests as well as that between the reformulation, the error correction, and the control groups in the posttest. Students in the reformulation and the error correction groups reported noticing grammatical problems. Those in the model group declared noticing their inability to develop ideas and describe details. Further analysis showed that learners’ noticing contributed to the enhancement of content, grammar, organization, punctuation, and lexis in the model and the error correction groups.
Relation:	臺灣英語教學期刊, 21(1), 1-36
Data Type:	article
DOI 連結:	https://10.30397/TJTESOL.202404_21(1).0001
DOI:	10.30397/TJTESOL.202404_21(1).0001
Appears in Collections:	[臺灣英語教學期刊 THCI] 期刊論文

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