EFFECT OF GENDER AND THE TYPES OF WRITTEN CORRECTIVE FEEDBACK ON THE L2 LEARNERS’ WRITING PERFORMANCE

Sabarun Sabarun(1*)


(1) English Department, IAIN Palangka Raya
(*) Corresponding Author

Abstract


The study is aimed at measuring the influence of the types of WCF on EFL students’ writing performance with involving gender factors. The research design was a pretest-posttest quasi experimental design. A pre-post writing test for both experiment and control groups was the main instrument. The participants of the study were 72 L2 learners at IAIN Palangka Raya of 2018/ 2019 academic years. During the learning process, the experimental group 1 was given treatment using Direct Corrective Feedback (DCF); the experimental group 2 was given treatment using Indirect Corrective Feedback (ICF); and the control group was not given treatment or received No Feedback (NF). The data were analyzed using a two-way ANOVA analysis. The analysis revealed that there was a statistically different effect for the types of WCF on the learners’ writing performance (F= 34.354, p= 0.000). Meanwhile, there were no differences between gender to the learners’ writing performance (F= 0.739; p=0.393 eta squared= 0.011). The interaction effect of gender and types of feedback also did not show significantly different among other groups F (2,66) =.1.120; p= 0.332; eta squared= 0.033).


Keywords


gender; direct and indirect WCF; writing performance

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