The impact of corrective feedback on paragraphs in IETLS writing task 2: A case study of Vung Tau High School Students: Master's thesis of Tesol

Abstract

This study focuses on giving corrective feedback (CF) for writing paragraphs in the context of IELTS writing task 2 preparation. The ultimate goal of this research was to discover the effectiveness of CF types and its positive impact to IETLS learners writing performance. Two approaches to teaching paragraph writing were mplemented to disentangle the common confusion of learners’ writing idea and position development. By the aforementioned systematic methods, teacher could break down the structure and give learners feedback on each sentence. Therefore, learners could be motivated in paragraph writing for IETLS writing task 2. Qualitative case study method was used to identify learner’s writing errors. It examined 5 learners writing process from the very beginning of online studying IETLS writing Task 2 . Learners were taught to develop 23 paragraphs through two methods. 115 convenience samplings were collected for content analysis. In addition, interviews were conducted to evaluate learners’ attitude towards corrective feedback. The findings indicated that learners appreciated corrective feedback and all of them achieved band 6.0+ for writing task 2. Thanks to feedback treatment, their writing performance was improved in terms of task response, coherence and cohesion, accuracy and lexical resources. The study results may be useful for teachers who teach IELTS writing task 2.