Dynamic written corrective feedback is a strategy that raises student awareness of the patterned errors they make in their writing. Teacher feedback provides the location and type of error made in the form of error codes. Multiple studies have shown it to significantly improve the grammatical accuracy of student writing. This research examines the effects of the frequency of teacher feedback, on student written accuracy, fluency, and complexity whether daily or every-other-day. The total number of minutes students write for is also questioned since it is directly related to the amount of feedback students receive. This is done to make the process more manageable for teachers, as well as determine the optimum volume and feedback frequency that can be processed and benefit students. Findings suggest that 20 minutes of writing a week has the potential to significantly improve accuracy no matter how the time is divided. Fluency also has the potential to improve significantly if students are writing for 5 minutes and receiving feedback daily. As previous research on daily 10-minute writing has suggested that only accuracy will improve, this study is instrumental in highlighting specific modifications that can be made to the DWCF process that increase the potential for development of both accuracy and fluency.
| Identifer | oai:union.ndltd.org:BGMYU2/oai:scholarsarchive.byu.edu:etd-10463 |
| Date | 29 March 2021 |
| Creators | Rice, Suzanne H. |
| Publisher | BYU ScholarsArchive |
| Source Sets | Brigham Young University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses and Dissertations |
| Rights | https://lib.byu.edu/about/copyright/ |
Page generated in 0.0015 seconds