Written and Oral Corrective Feedback in Task-Based Writing: A Case Study of Puyang Middle School

DOI

10.2991/978-2-38476-062-6_163How to use a DOI?

Keywords

Rural junior students; written corrective feedback; oral corrective feedback; task-based writing

Abstract

This research probes deeply into the teaching effects of WCF and OCF with an experiment of six junior high school students in a class of Puyang middle school in Dujiangyan City. Through empirical data, charts and diagrams, six questionnaires, findings indicate:1) under this empirical environment, WCF is more efficient for the inferior students while OCF for the superior students; 2) written comments from the teacher is essential for WCF while there are more influential factors for OCF; 3) WCF and OCF make a function between them is due to the active degree of teacher-student interaction.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Jia Gou
PY  - 2023
DA  - 2023/07/11
TI  - Written and Oral Corrective Feedback in Task-Based Writing: A Case Study of Puyang Middle School
BT  - Proceedings of the 2023 2nd International Conference on Social Sciences and Humanities and Arts (SSHA 2023)
PB  - Atlantis Press
SP  - 1270
EP  - 1275
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-062-6_163
DO  - 10.2991/978-2-38476-062-6_163
ID  - Gou2023
ER  -