Efficacy of written corrective feedback in english composition marking on grade 11 learners language proficiency in selected secondary schools of Kasama district of Zambia.
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Date
2019
Authors
Chimpunga, Steven
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
This study investigated Written Corrective Feedback (WCF) on whether or not it helped
language acquisition in Second language (L2) teaching among grade elevens. The study sought
to: establish the familiarity of both teachers and learners with WCF; establish the nature of WCF
teachers to composition written tasks; find out challenges involved in providing WCF among
both teachers and learners and to ultimately, determine the efficacy of written corrective to
composition marking. Four secondary schools were sampled in a single district. Grade Eleven
(11) learners were used to assess their perceptions towards written corrective feedback. Twenty
(20) learners were picked from each school and made a sample of eighty (80). Five (5) teachers
were picked from each school making a sample of twenty (20). The total sample was 100 for
both teachers and learners. Various research instruments were used for both teachers and
learners. These included: A test, interviews guides, survey questionnaires and document review
guides. The findings showed that both teachers and learners were familiar with written
corrective feedback. 70% of learners had difficulties to interpret indirect corrective feedback
which also appeared to have been the most exploited type with 80% of teachers utilizing it. The
study of found out that both teachers and learners faced challenges from the point of you of
interpreting written corrective feedback and providing written corrective feedback by learners
and teachers respectively. On determining the efficacy, the findings showed that learners needed
to have been subjected to clear corrective feedback. This entails that teachers needed to provide
comprehensible written corrective feedback. The study concluded that, written corrective
feedback was familiar among teachers and learners and that teachers as well as learners had
unique perceptions about the practice and appreciated it differently. The study drew two major
recommendations. First, a teacher needs to use corrective feedback which learners are familiar
with and can interpret with ease. Second, a culture of encouraging learners to attend to their
errors must be up held among teachers of English language. This can be utilized as a scaffolding
tool to help learners appreciate written corrective feedback.
Key words: Efficacy, proficiency, Second language, written corrective feedback
Description
Thesis
Keywords
Efficacy proficiency--Second language--Zambia , Efficacy, proficiency--Written corrective feedback--Zambia