EFFECTS OF DIFFERENT TYPES OF CORRECTIVE FEEDBACK INCORPORATING WITH TEACHER-STUDENT CONFERENCE ON UPPER SECONDARY SCHOOL STUDENTS’ ENGLISH WRITING ABILITY

Abstract

This present study investigate 1) the effects of different types of corrective feedback incorporating with student-teacher conference on upper secondary school students’ writing ability 2) the effects of different types of corrective feedback incorporating with student-teacher conference on high proficiency students’ writing ability 3) the effects of different types of corrective feedback incorporating with student-teacher conference on low proficiency students’ writing ability 4) the opinions of the students towards the different types of corrective feedback. The participants were two groups of students who studied at upper secondary school in second semester of the academic year 2013 at a governmental school in Samutprakarn province. The research instrument were 1) the English writing course entitled “Writing for Social Media” 2) direct and indirect corrective feedbacks 3) teacher-student conference 4) interview and students’ logs. The data were analyzed by using means, standard deviation, t-test, and chi-square. The findings were 1) direct corrective feedback had significantly affected to students’ writing ability more than indirect corrective feedback 2) direct corrective feedback had significantly affected to high proficiency students’ writing ability more than indirect corrective feedback 3) both direct and indirect corrective feedback had not affected to low proficiency students’ writing ability 4) students’ had positive opinions towards direct corrective feedback more than indirect corrective feedback.