The Interplay between Learner Autonomy and Indirect Written Corrective Feedback in EFL Writing

Autor/in	Pham, Luan Nhu
Titel	The Interplay between Learner Autonomy and Indirect Written Corrective Feedback in EFL Writing
Quelle	In: TESOL Journal, 14 (2023) 2, (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pham, Luan Nhu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-7941
DOI	10.1002/tesj.694
Schlagwörter	Error Correction; Feedback (Response); Personal Autonomy; English (Second Language); Writing Instruction; Second Language Learning; Second Language Instruction; Independent Study; Correlation; Written Language; College Preparation; Vietnamese People; Learning Processes; Teaching Methods; Foreign Countries + Suchen Sie Ihr Suchwort? Korrektur; Individuelle Autonomie; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Selbststudium; Korrelation; Geschriebene Sprache; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland
Abstract	This study investigated the relationship between learner autonomy (LA) and indirect written corrective feedback (IWCF) in an EFL writing classroom in Vietnam. Forty-one intermediate EFL learners from a class of a foundation writing course volunteered to participate in the study. During the course, the teacher provided IWCF in response to the learners' errors and encouraged them to revise, edit, and correct those errors using a set of procedures. The study revealed that the learners with higher autonomy were more successful in correcting errors and in producing error-free modified pieces of writing than those with lower autonomy. This indicated that there could be a considerable mediating effect of LA on the efficacy of IWCF. It was also found that there seemed to be positive changes in the awareness and learning practices of the learners towards a more autonomous learning at the end of the course. The study suggests that IWCF can be very effective in an autonomy-supportive learning environment and that IWCF could help EFL learners to be more autonomous in language learning. Various implications are also discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01