Abstract:

This paper will report on a partial replication of a study conducted in 2011 and seeks to examine the effects of two methods of corrective feedback on the writing skills of students from an English Language Teacher Education program. The purpose of this study was to determine if two methods of corrective feedback (coded vs. uncoded) have any effect on helping students successfully self-edit their compositions from one draft to another. The study focused specifically on finding out if students developed their grammar and vocabulary accuracy over an academic semester. To this effect, a quasi-experimental research design was conducted with a group of 27 students from two sections of an upper-intermediate English language level of a teaching education program from a public university in Colombia. Participants in the study answered research instruments including a language profile questionnaire, grammar and vocabulary pre- and post-tests, entry and exit compositions, and a series of three two-draft student compositions. Data analysis included quantitative and qualitative approaches. Results indicate no significant difference of one condition over the others in terms of grammar and vocabulary accuracy development.

Keywords:

Coded and uncoded feedback, corrective feedback, grammatical competence, lexical competence, L2 writing.