間接的FBの明示性が自由英作文の正確性に与える影響

抄録

The purpose of this study is to examine the effect of underlined and coded feedback (FB) on second language learners’ written accuracy. A total of 47 Japanese university students took part in this experiment. In week one, they were separated into three groups and each group was provided a different form of FB—underlined-FB (UFB), coded-FB (CFB), and no-FB (NFB)—after they wrote an essay. In week two, they rewrote their essays after correcting their errors, based on the FB received. In this study, the accuracy of essays was measured by using [errors per words]×10 and error-free clause/clause. The results showed that there was no difference in accuracy in draft revisions between the two kinds of FB. However, the group that received UFB outperformed the group receiving CFB when rewriting their essays. This finding suggests that UFB is more useful than CFB, and teachers can use this form of FB to help students improve their writing accuracy. This paper also discuss some of the pedagogical implications based on these findings.