The relationship between attitude and success of written correction feedback in the acquisition of a second language

ABSTRACT This paper reports part of a doctoral dissertation that investigated learner attitudes towards written corrective feedback (CF) in a second language (L2). Attitude was measured with a questionnaire that used a 5-point Likert scale. Preferences were measured in percentages per question and the correlation between attitude and the effect of CF using Pearson correlation index. In adition, to determine more accurately the statistical relationship between attitude and the effect of CF, a repeated measures analysis of covariance with attitude as covariate was performed. The results indicate that students prefer to be corrected in the production of texts in English as a second language and that attitude can mediate the effect of CF.

摘要 本研究报告了一项博士学位论文的部分研究内容，该论文探究了第二语言（L2）场景下学习者对书面纠错反馈（written corrective feedback，CF）的态度。本研究通过包含5点李克特量表的问卷对学习者态度进行测量；各题项的偏好以百分比形式进行统计，并采用皮尔逊相关系数（Pearson correlation index）计算学习者态度与书面纠错反馈效果之间的相关性。此外，为更精准地确定二者间的统计学关联，本研究以态度作为协变量，开展了重复测量协方差分析。研究结果表明，在以英语作为第二语言的文本写作环节中，学习者更倾向于获得纠错反馈，且学习者态度可对书面纠错反馈的效果发挥中介作用。