This study explored the relationship between EFL learners’ sensory learning style preference and reception of corrective feedback on their grammatical errors in an online writing system. The participants of this study were 17 English-major university students enrolling in a writing class at a university in Southern Taiwan. The teacher/researcher provided focused corrective feedback on the participants’ three types of grammatical errors in their written works in the text mode through the system during an academic semester. The three types of grammatical errors were nouns, articles and subject-verb agreements. The data of this study was collected from the learners’ sensory preference survey, online written works, and pre- and post- written tests. The findings will be reported in the presentation.

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Abstract Summary
This study explored the relationship between EFL learners’ sensory learning style preference and reception of corrective feedback on their grammatical errors in an online writing system. The participants of this study were 17 English-major university students enrolling in a writing class at a university in Southern Taiwan. The teacher/researcher provided focused corrective feedback on the participants’ three types of grammatical errors in their written works in the text mode through the system during an academic semester. The three types of grammatical errors were nouns, articles and subject-verb agreements. The data of this study was collected from the learners’ sensory preference survey, online written works, and pre- and post- written tests. The findings will be reported in the presentation.

Authors:
Chao-jung Ko, National University of Tainan, Taiwan

About the Presenter(s)
Dr Chao-jung Ko is a University Assistant Professor/Lecturer at National University of Tainan in Taiwan

See this presentation on the full schedule – Monday Schedule

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