The influence of different types of feedbacks on learners’ writing performance at higher education

Sabarun Sabarun

Abstract


This study examined the influence of different types of feedback on learners’ writing performance at higher education. The study belonged to quasi-experimental research. The participants of the study were 65 L2 learners consisting of four different groups: focus direct feedback (FDF); unfocus direct feedback (UDF); focus indirect feedback (FIF) and unfocus indirect feedback (UIF). The data were analyzed using Kruskal Wallis and Mann Whitney U tests. The study revealed that the mean rank for FDF was 25.76; UDF: 45.00; was 15.72; and UIF: 45.97. In this case, UIF (45.97) was higher than UDF (45.00). UDF (45.00) was higher than FDF ( 25.76). and FDF ( 25.76) was higher than FIF ( 15.72). It revealed that there was a difference in the means score among the four groups. the value of Chi-Square was 29.949 and asymp.Sig. was 0.000. it meant that Chi-Square= 29.949; p<0.05. It was said that different types of feedbacks gave a facilitative effect on the learners’ writing performance. Then, partially, based on the Mann Whitney U test, it revealed that there was a significant difference between FDF and UDF (p< 0.05), between FDF and FIF (p< 0.05), between FDF and UIF (p< 0.05), and between UDF and FIF p< 0.05). However, there was no significant difference between UDF and UIF (p>0.05). It was recommended that the teachers apply various types of feedback in the learning process by considering the learners’ level ability.


Keywords


effect, types of corrective feedbacks, writing performance, higher education

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References


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