Errors and Corrections: Metalinguistic Corrective Feedback on Writing Proficiency

Abstract

Feedback is an essential part of teaching and learning which enables students to identify their mistakes and improve on. Using metalinguistic corrective feedback which involves checking of written outputs using codes, this study sought to improve 45 college students' writing proficiency in content, organization, vocabulary, language use, and mechanics. This study further identified the common writing errors committed by the students. It also determined whether significant differences exist between the students' pretest and post-test scores. The study used the one-group pretest-post-test design and involved situational composition writing in gathering data. The students' outputs were evaluated through the ESL Composition Profile, and their scores were analyzed and interpreted using mean and t-test. Results showed that subject-verb agreement is the most common error of students. Furthermore, pre-test results showed that students had "Poor" writing proficiency as manifested in the content, organization, vocabulary, language use, and mechanics. Their scores improved to "Very Good" in the post-test in terms of content, organization, language use, and mechanics, but received a rating of "Good" in vocabulary. Nevertheless, their overall writing proficiency became "Very Good" after exposure to metalinguistic corrective feedback. The results showed a significant difference between the students' writing proficiency levels before and after their exposure to MCF. Thus, MCF should be adopted and used in teaching writing. However, a similar study should be conducted with students of a different profile to look into the strategy's effectiveness. This study's findings should also be used as baseline data in formulating programs for the teachers who teach writing classes.