Two Modes of Corrective Feedback and Students’ Achievement in Essay Writing in Oyo, Oyo State

The study investigated the extent to which two modes of corrective feedback (direct and indirect) determined students’ achievement in essay writing in Oyo, Oyo State. The study adopted the pretest-posttest control group quasi-experimental design. The participants were 91 SSII students from three schools in Oyo, Oyo State. The instruments used were Students’ Essay Writing Achievement Test (r = .92 and r=.90) for direct corrective feedback and indirect corrective feedback, respectively, as well as Teachers’ Instructional Guides on Direct Corrective Feedback and Indirect Corrective Feedback, Teachers’ Instructional Guide on Conventional Strategy and Teachers’ Manual for Error Identification. Three hypotheses were tested at 0.05 level of significance. Data were analysed using Analysis of Covariance (ANCOVA).Findings revealed that that there was a significant main effect of treatment on students’ achievement in English essay writing (F = 228.406; (2;84) partial = .845). There was no significant main effect of gender on students’ achievement(F = .753; partial = .009). (1;84) Also, there was no significant interaction effect of treatment and gender on students’ achievement (F = .981; partial = (2; 84) .023). Based on the findings, it is recommended that English Language teachers should adopt written corrective feedback strategies in teaching essay writing.

Keywords: Direct corrective feedback, indirect corrective feedback, achievement in essay writing