The Effects of Two Forms of Written Corrective Feedback and Ambiguity Tolerance on EFL Learners’ Writing Accuracy

2021 ◽  
Author(s):  
Mina Bagheri ◽  
Ehsan Rassaei
Keyword(s):  
Corrective Feedback ◽  
Ambiguity Tolerance ◽  
Efl Learners ◽  
Written Corrective Feedback ◽  
Writing Accuracy

scholarly journals Kurdish EFL Learners’ Perceptions towards Written Corrective Feedback and Its Types: An Investigative Study

2021 ◽  
Vol 12 (4) ◽  
pp. 103-117
Author(s):  
Rizgar Qasim Mahmood
Keyword(s):  
Corrective Feedback ◽  
Survey Questionnaire ◽  
Writing Teachers ◽  
Learning Tool ◽  
Efl Learners ◽  
Written Corrective Feedback ◽  
Writing Accuracy

Written Corrective Feedback has been one of the most controversial topics (Waller, 2015), and it has been researched extensively. Still, the lack of research among Kurdish EFL learners made it necessary to conduct the current research. This study focuses on investigating learners’ perceptions of written corrective feedback and its types. It attempts to answer what the Kurdish EFL learners’ perceptions of written corrective feedback are, and what types of written corrective feedback among Kurdish Learners are preferred. Answering these questions is significant as the results can be used by both teachers and learners to improve learners’ writing accuracy. A survey questionnaire was distributed to collect data. After analyzing data, the results reveal that most Kurdish EFL participants were not fully aware of WCF and its effectiveness as a learning tool. However, they still expected their writing teachers to provide them with WCF in writing tasks. Also, the results indicate that Kurdish EFL learners preferred two types of WCF: explicit and implicit WCF. Hence, the results have many pedagogical implications for writing teachers and learners. Firstly, it shows how EFL learners from other countries and contexts perceive WCF, and secondly, results encourage writing teachers to give more attention and value to WCF.

scholarly journals On the Differential Effects of Individual and Collaborative Written Corrective Feedback on the Accuracy of Iranian Female EFL Learners’ Writing

2018 ◽  
Vol 1 (2) ◽  
pp. 33
Author(s):  
Alireza Bonyadi
Keyword(s):  
English Language Learners ◽  
English Language ◽  
Corrective Feedback ◽  
Feedback Group ◽  
Test Analysis ◽  
Efl Learners ◽  
Differential Effects ◽  
Written Corrective Feedback ◽  
Significant Difference ◽  
Writing Accuracy

This paper aimed at examining the differential effects of individual and collaborative written corrective feedbacks on EFL learners’ writing accuracy. To this end, 60 female English language learners were selected from among 80 students of intermediate EFL learners in private language institute in Urmia (West Azerbayjan, IRI). The participants were randomly divided into two groups namely, ‘individual feedback group’ and ‘collaborative feedback group’. Two different correction procedures were provided for both groups. For the first group, the assignment papers of the participants was gathered by the instructor in order to be provided with explicit written corrective feedback for their writings in terms of grammar and mechanics, while for the second group, six participants wrote on a topic and each composition was corrected by four EFL learners. Finally, a post-test on writing was conducted for both groups, and a t-test analysis was used to compare the mean scores of both groups. The findings of the study revealed that there was a significant difference between the individual and collaborative corrective feedback groups in terms of their writing accuracy.

scholarly journals Kurdish EFL Learners’ Perceptions towards Written Corrective Feedback and Its Types: An Investigative Study

2022 ◽  
Author(s):  
Rizgar Qasim Mahmood
Keyword(s):  
Corrective Feedback ◽  
Survey Questionnaire ◽  
Writing Teachers ◽  
Learning Tool ◽  
Efl Learners ◽  
Written Corrective Feedback ◽  
Writing Accuracy

Written Corrective Feedback has been one of the most controversial topics (Waller, 2015), and it has been researched extensively. Still, the lack of research among Kurdish EFL learners made it necessary to conduct the current research. This study focuses on investigating learners’ perceptions of written corrective feedback and its types. It attempts to answer what the Kurdish EFL learners’ perceptions of written corrective feedback are, and what types of written corrective feedback among Kurdish Learners are preferred. Answering these questions is significant as the results can be used by both teachers and learners to improve learners’ writing accuracy. A survey questionnaire was distributed to collect data. After analyzing data, the results reveal that most Kurdish EFL participants were not fully aware of WCF and its effectiveness as a learning tool. However, they still expected their writing teachers to provide them with WCF in writing tasks. Also, the results indicate that Kurdish EFL learners preferred two types of WCF: explicit and implicit WCF. Hence, the results have many pedagogical implications for writing teachers and learners. Firstly, it shows how EFL learners from other countries and contexts perceive WCF, and secondly, results encourage writing teachers to give more attention and value to WCF.

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