| Although many studies have attempted to investigate the efficacy of providing error correction through different types of written corrective feedback(WCF)in recent years,there has been relatively little research on any one new approach to writing pedagogy in second language learning which is called dynamic corrective feedback.Dynamic corrective feedback is an innovative written corrective feedback method that requires a multifaceted process and interaction between the teacher and the students in order to help the students improve their writing accuracy,fluency and complexity.The central principle of dynamic written corrective feedback DWCF is that feedback should be manageable,meaningful,timely and constant.The current research aims to investigate the effects of dynamic written corrective feedback(DWCF)on FI/FD learner’ linguistic accuracy,fluency and complexity in ESL writing as well as to explore that the differences between FI and FD learners in these aspects that linguistic accuracy,fluency and complexity,and further to explore students’ perspectives and attitudes towards dynamic corrective feedback.The current study takes focus-on-form intervention,noticing hypothesis,pushed output and Skill acquisition theory as main theoretic foundations,The participants who come from 40 ESL learners in two intact classes took part in the Group Embedded Figures Test(GEFT)and classified as FD or FI based on their GEFT scores,40 ESL students participated in this study: both FI group(n=20)and FD group(n=20)received dynamic WFC in their writing class about a semester period.In the first two days before the experiment,two groups of students were firstly tested for 30-minute writing tasks administered as pretest.After experiment,30-minute new topics of writing were measured as posttest and the questionnaires were used to explore students’ attitudes toward dynamic corrective feedback.The linguistic accuracy,fluency and complexity of English writing were measured by using the ratio of the number of error-free clauses,the number of words in a single T unit and the percentage of clauses per T-units.Then the collected data was analyzed statistically by using independent samples and paired t-test methods in SPSS 17.0.The results of the study indicated that,first of all,there is no significant difference in linguistic accuracy and fluency of English writing between students in the field independence and field-dependent groups,but in terms of the complexity of writing,the performance of students in the field independence group is better than that of students in the field dependence group.And secondly,about the effectiveness of dynamic corrective feedback,in the linguistic accuracy of English writing,the dynamic WCF made positive effects on both groups students,a nd FD group significantly outperformed FI group in the posttest,while no significant effects was produced among writing fluency and complexity overall.Specially,FI andFD group benefit differently from dynamic WCF in writing fluency and complexity.FI group made slightly improvement in writing fluency,while FD group achieved great improvement in writing complexity.Furthermore,two groups responded to the questionnaire further confirmed these findings.This study result also tries to offer the guidelines for EFL teaching in China that learners with FD and FI cognitive styles benefit differently in different instructional modes,future written corrective feedback studies should emphasize the issue of matching error correction strategies to learners’ cognitive style. |
