EFFECTS OF COMBINATION OF DIRECT AND INDIRECT WRITTEN CORRECTIVE FEEDBACK ON GRAMMATICAL ACCURACY IN NEW PIECES OF WRITING OF UPPER SECONDARY SCHOOL STUDENTS IN THAILAND

Abstract

The purposes of this study were to investigate the transfer effects of the combination of written corrective feedback including direct and indirect corrective feedback on students’ grammatical accuracy in new pieces of writing and to compare the difference between providing the combination of written corrective feedback in different orders. The participants in this study were forty eleventh grade students in Sainampeung School. The participants were divided into two groups and provided with the combination of written corrective feedback which are direct and indirect corrective feedback in the different orders in each experimental phase. The study was conducted in the second semester of the academic year 2016 in Reading and Writing course. The comparison table of errors, six writing tasks and students’ interview were used as the research instruments. The data were analyzed by using means, standard deviation, and t-test. The findings revealed that the combination of written corrective feedback had transfer effects on students’ grammatical accuracy in their subsequent writing at .01 significance level. When analyzed the effects of providing the combination of written corrective feedback in different orders, the finding showed no significant difference in the grammatical accuracy improvement between providing with the written corrective feedback in different order. Lastly, students were found to have positive attitudes towards direct written corrective feedback more than indirect written corrective feedback.