Effects of different types of negative feedback on Prathom Suksa students' ability to learn plural formation rules

The study aimed to find out which type of negative feedback-explicit or implicit, provided through CAI or teacher best enhanced Prathom Suksa six students’ ability to learn plural formation rules. The subjects were divided into four experimental groups of ten students each: explicit negative feedback through CAI, implicit negative feedback through CAI, explicit negative feedback by teacher and implicit negative feedback by teacher. The instruction of five plural formation rules for each group took five periods. After the instruction of each rule, the four groups were provided assignments which required different types of feedback and feedback providers. The subjects were required to take the post-test to compare the effectiveness of the four methods.
The finding showed that the four methods could equally enhance P6 students’ ability to form plural nouns. That the four methods could equally enhance P6 students’ ability to form plural nouns. That means both types of negative feedback played a very important role in improving P6 students’ ability to learn plural formation rules. It also showed that both the teacher and the Computer Assisted program were equally effective as negative feedback providers that could facilitate P6 students’ acquisition of plural formation rules.