| dc.description.abstract | The Role of Language Learning Strategies in the Efficacy of Focused and Unfocused Feedback in Enhancing EFL Writing Ability
Abstract
Feedback as one of the elements in writing process has been believed to be able to enhance student writing ability. However, sometimes teachers find it frustrating when there are still some students who do not take benefits from feedback. One of the variables hypothesized to affect the efficacy of feedback is learning strategies.
This study aims to investigate whether learning strategies play a role in mediating the efficacy of focused and unfocused written feedback in enhancing EFL writing ability. This study was quantitative with quasi-experimental design. The Participants consisted of 62 students and were divided into 3 groups: two groups for experiments and one group for control. The students were assigned to write five different essays. The teacher gave different feedback on their papers. One experimental group received focused feedback and the other received unfocused feedback, while the control group received peer feedback. Then, the students filled out the questionnaire of Strategy Inventory for Language Learning (SILL) proposed by Oxford (1990). The One-way ANOVA with repeated measures and two-way ANOVA were used to analyze the data.
The findings showed that there was an improvement of students writing ability after they received feedback. The three types of feedback significantly interacted with the learning strategies in improving students’ writing ability, meaning that learning strategies had a mediating role in the efficacy of feedback.
Keywords: Focused Feedback, unfocused feedback, EFL writing, learning strategies | en_US |
