The Efficacy of Various Kinds of Error Feedback for Improvement in the Writing Accuracy of Iranian EFL Learners
The present study was an attempt to delve further into the effects of different corrective feedback strategies on enhancing learners' writing accuracy both short and long term. To fulfill the purpose of the study, three classes comprising 67 female students in the context of a public high schoo...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2014 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:123313 |
| Acceso en línea: | https://ddd.uab.cat/record/123313 https://dx.doi.org/urn:doi:10.5565/rev/jtl3.529 |
| Access Level: | acceso abierto |
| Palabra clave: | Corrective feedback Error analysis Foreign language teaching Accuracy Rétroaction corrective Analyse d'erreur L'enseignement des langues étrangères La précision de l'écriture Retroalimentación correctiva Análisis de errores La enseñanza de las lenguas extranjeras Precisión en la escritura La precisió de l'escriptura Retroalimentació correctiva Anàlisi d'errors L'ensenyament de llengües estrangeres |
| Sumario: | The present study was an attempt to delve further into the effects of different corrective feedback strategies on enhancing learners' writing accuracy both short and long term. To fulfill the purpose of the study, three classes comprising 67 female students in the context of a public high school in Astara, Iran, were randomly assigned to one of the three conditions; direct feedback with teacher-student 5 minute individual conference; indirect coded feedback and no-feedback. A pre-test ensured that learners are homogeneous regarding their previous grammatical knowledge. The study lasted for 5 weeks. There were immediate and delayed posttests to measure the writing accuracy of learners both short and long term. The results of the short-term test showed the significant superiority of direct feedback in the teacher-student individual conference group over the other groups. In contrast, the learners in the indirect coded feedback group were slightly better than the group that received instruction through direct and teacher-student conference feedback. This suggests that it is beneficial to make use of direct corrective feedback strategies when the short period mastery of the linguistic structures is needed and indirect corrective strategies are proposed when long-term mastery of the grammatical knowledge is the purpose of the educational intervention. |
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