The Effect of Focused Direct Written Corrective Feedback with Metalinguistic Explanations on EFL Learners' Accurate Use of English Articles

書面聚焦式修正性回饋在促進以英語為外語學習者正確使用英語冠詞之效果

游佳霖(Chia-lin Yu) ； 程玉秀(Yuh-show Cheng)

《英語教學期刊》 41卷3期 (2017/09) Pp. 31-64

https://doi.org/10.6330/ETL.2017.41.3.02

摘要

This study investigated the effect of focused direct written corrective feedback (CF) with metalinguistic explanations on EFL college students' use of English articles, adopting a quasi-experimental, pretest-posttest-delayed posttest design. Different from previous research, this study expanded the treatment scope to all primary functions of English articles in noun phrases and adopted a research design of more ecological validity. The participants came from two high-intermediate level classes in a freshman English course, with one serving as the experimental group and the other as the control group. The results demonstrate that although the control group performed significantly better than the experimental group on the pretest, no significant differences were found between the two groups on the immediate and delayed posttests. Furthermore, the experimental group exhibited a tendency to make progress over time and their improvement from pretest to delayed posttest reached a marginal significant level. In contrast, the control group's performance fluctuated over time. The CF treatment appeared to help enhance the experimental group's accuracy in using English articles, thereby closing down the initial performance gap between the two groups. The findings suggest potential benefits of focused written CF plus metalinguistic comments in improving EFL learners' accurate use of English articles.

關鍵字

focused written corrective feedback ； EFL learners ； English articles

並列摘要

本研究採用準實驗、不等組前測－後測－延宕後測之研究設計，旨在探究書面聚焦式修正性回饋在促進英語為外語學習者正確使用英語冠詞上之效果。鑑於先前研究所訂正的冠詞功能範疇過於狹隘，且大多缺乏生態效度，本研究力求在自然課堂條件下進行實驗，以提升研究之生態效度，並將回饋焦點擴增至所有名詞片語之冠詞使用錯誤。臺灣某公立大學大一英文中高級組的兩班學生參與本研究；其中一班學生隨機分派作為實驗組，另一班則為控制組。研究結果顯示，雖然在前測時，控制組在英語冠詞使用正確性上顯著優於實驗組，在後測和延宕測驗時，兩組的冠詞使用表現皆無顯著差異。除此之外，實驗組的表現呈現穩定進步，且其從前測到延宕測驗所表現的學習增益達邊際顯著水準；控制組的表現則起伏不定。實驗組所接受的修正性回饋似乎有助提升該組學生英語冠詞使用正確性，弭平實驗組與控制組在起始點上的差距。本研究結果顯示在生態效度較高的研究設計下，聚焦式修正性回饋雖較難達到促進學習之顯著效果，但仍具有促進學習的潛力。

並列關鍵字

書面聚焦式修正性回饋 ； 以英語為外語的學習者 ； 英語冠詞

參考文獻

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