The Impact of Direct-indirect Corrective E-feedback on EFL Students’ Writing Accuracy

2017 ◽  
Vol 7 (3) ◽  
pp. 166 ◽  
Author(s):  
Ahmed Hassan Seiffedin ◽  
Samah Mohammed Fahim El-Sakka
Keyword(s):  
Corrective Feedback ◽  
T Test ◽  
Control Group ◽  
Gain Scores ◽  
Writing Test ◽  
Post Test ◽  
Efl Students ◽  
Writing Accuracy ◽  
E Mail ◽  
Experimental Group

The purpose of this study was to investigate the effect of direct-indirect corrective feedback via e-mail on the writing accuracy students at kindergarten section, Suez Faculty of Education, Egypt. The design of the study was a pre-post quasi experimental design. The main instrument of the study was a pre-post writing test.  The participants were forty eight junior EFL students at the kindergarten section, randomly divided into two groups: experimental group (n=25) and control group (n=23). Both groups were tested using the pre-post writing test before and after the experiment. During the treatment, the experimental group received direct-indirect teacher corrective feedback on their writing compositions via e-mail while the control group received no feedback. Differences between the participants’ mean scores on the pre test and post test were calculated for each group separately using Paired Samples T-Test which revealed significant differences between the pre-test and posttest of the experimental group mean scores. Independent Samples T-Test was used to calculate the differences between the experimental and the control groups’ mean gain scores on the pre and post test of writing. Significant differences existed in favor of the experimental group mean gain scores.

scholarly journals Can Explicit Written Corrective Feedback Develop Grammatical and Lexical Accuracy of Saudi EFL Learners?

2018 ◽  
Vol 6 (4) ◽  
pp. 16 ◽  
Author(s):  
Nahla Al-Hazzani ◽  
Sultan Altalhab
Keyword(s):  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Saudi Students ◽  
Written Corrective Feedback ◽  
Post Test ◽  
Efl Students ◽  
Positive Effect ◽  
Experimental Group ◽  
Made In

Saudi students encounter many problems in writing skill as several studies revealed (e.g. Alhazmi, 2006; Alsamdani, 2010). Providing effective and useful feedback may help to overcome these challenges. Therefore, this study examines the effect of teachers’ written corrective feedback on female Saudi EFL students’ written essays and to what extent it affects students’ written grammatical and lexical accuracy. The sample comprises 50 foundation level students, across two groups: an experimental group (n=29) and a control group (n=21). Data were gathered over a 10-week period using a pre-/post-test/delayed post-test design for comparable groups. The findings show that although many errors were made in the writing performances, the students in the experimental group had significantly better achievements than the students in the control group on the measure. The results lend support to the efficiency of teachers’ written corrective feedback, showing it has a significant positive effect on the participants’ grammatical and lexical accuracy.

scholarly journals The Effect of Using Rountable Technique on Student’S Writing Skill in Arranging Sentences

2019 ◽  
Author(s):  
Yetty Wirasini ◽  
Syahron Lubis
Keyword(s):  
Experimental Method ◽  
T Test ◽  
Degree Of Freedom ◽  
Control Group ◽  
Writing Test ◽  
Significant Difference ◽  
Writing Skill ◽  
Post Test ◽  
The Difference ◽  
Experimental Group

This research is concerned with applying roundtable technique writing skill in arranging sentences to form simple present tense. The aim of the research is to find out if applying roundtable technique effects on students’ writing skill in arranging sentences. The research is conducted by experimental method. The population of the research is XI students of SMA Swasta Dwi Tunggal Tanjung Morawa in 2018-2019 academic year. The sample consists of 60 students then divided into two groups, 30 students as experimental group and 30 students as control group. The experimental group is taught by applying roundtable technique and the control group without applying roundtable technique. The researcher uses writing test as instrument of the research. The test is answered by multiple choices and arranging sentences about simple present tense.The researcher analyzes the data by using the formula of t-test commonly used. After calculating and analyzing the data, it is concluded that tcalculate is higher than ttable (5,54 > 2,02). It showed that there is a significant difference. The pre test mean score of experimental is 57,16 and post test is 84,5, the difference is 27,34. The value ot tcalculate is bigger than ttable (5,54 > 2,02) degree of freedom is 58, and the level significance is 0,05. The result is that applying roundtable technique gives significant effect on students’ writing skill in arranging sentences simple presentt tense. So, It can concluded from t-test above that the hypothesis of this study is accepted.

THE EFFECT OF POW+TREE STRATEGY ON STUDENTS’ ABILITY IN WRITING HORTATORY EXPOSITION TEXT

2016 ◽  
Vol 5 (4) ◽  
Author(s):  
Permadi Pasaribu And Isli Iriani Indiah Pane
Keyword(s):  
Alternative Hypothesis ◽  
T Test ◽  
Degree Of Freedom ◽  
Control Group ◽  
Writing Test ◽  
Post Test ◽  
Academic Year ◽  
Experimental Group

This study deals with the effect of POW+TREE Strategy on students’ ability inwriting hortatory exposition text.. The problem of the study is to find out whetherPOW+TREE Strategy significantly affects students’ ability in writing hortatoryexposition text or not. This study was conducted by using experimental design.The population of the study was the students of eleventh grade of SMA Methodist8 Medan in the academic year 2015/2016, there were 3 parallel classes of gradeXI. There were two classes selected to be sample. The Experimental group (XIIPA-2) was taught by applying POW+TREE Strategy, while the Control group(XI IPA-3) was taught by applying conventional strategy. The data of the studywas obtained from the students’ scores of writing test. There were two kinds oftest used in this study. They were pre-test and post-test. The data were analyzedby applying t-test formula. After analyzing the data, the result of the study showedthat t-observed (2.338) was higher than t-table (1.994) (t-observed > t-table) at thelevel of significance of p=0.05 and the degree of freedom (df) = 68. It can beconcluded that applying POW+TREE strategy significantly affects students’ability in writing hortatory exposition text, or in other words, the null hypothesisis rejected , therefore the alternative hypothesis is accepted.

scholarly journals CONCEPT MAP STRATEGY TO ORGANIZE IDEAS IN WRITING EXPOSITION TEXT

2019 ◽  
Vol 6 (1) ◽  
pp. 25
Author(s):  
Efi Kurniati ◽  
Dyah Kusumastuti
Keyword(s):  
Concept Map ◽  
Research Result ◽  
T Test ◽  
Control Group ◽  
Writing Test ◽  
Post Test ◽  
Quasi Experimental ◽  
Academic Year ◽  
Experimental Group ◽  
Test Result

The purpose of this research was to find out the effectiveness of concept map to organize ideas in writing exposition text. This research was conducted in one senior high school in Purwokerto in academic year 2018/2019. The population was all the eleventh grade students in that school. Researcher used two classes as control group and experimental group. This research used quasi experimental research which was done in November 2019. The instrument of collecting data was tested. The test was done twice which called pre-test and post-test. The type of the test was writing test. T-test formula was used to analyze the data. Based on the computation, t-test result was 3.535 and the t-table was 1.677 at significant level 0.05 with the degree of freedom 48. It showed that t-result was higher than t-table. Based on the research result, it can be concluded that concept map was effective to organize ideas in writing exposition text.

THE EFFECT OF APPLYING EXAMPLES NON EXAMPLES METHOD ON STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Astri Khoirun Nissa And Sri Juriati Ownie
Keyword(s):  
Experimental Design ◽  
Alternative Hypothesis ◽  
T Test ◽  
Degree Of Freedom ◽  
Control Group ◽  
Writing Test ◽  
Post Test ◽  
And Control ◽  
Experimental Group

This study is aimed to find out whether Examples Non Examples method significantly effects the students’ achievement in writing descriptive text. This study was an experimental design. The population of the study was grade VIII of SMP Swasta Siti Hajar. There were two classes as the sample and each class consisted of 30 students. The classes were divided into two groups, namely Experimental and Control group. Experimental group was the class taught by applying Examples Non Examples method, while Control was taught without using Examples Non Examples method. In this study, writing test was used as the instrument of collecting the data. Both experimental and control group were asked to write descriptive paragraph in pre-test and post-test. The data obtained were analyzed statistically by t-test formula. The result got that t-observed (t-obs) is higher than t-table (2.64 > 2.042) at the level significance 0.05 with the degree of freedom (df) 58. It means that the alternative hypothesis (Ha) is accepted and Examples Non Examples method significantly effects students’ achievement in writing descriptive text.

THE EFFECT OF APPLYING EXAMPLES NON EXAMPLES METHOD ON STUDENTS’ ACHIEVEMENT IN WRITING PROCEDURE TEXT

2014 ◽  
Vol 3 (4) ◽  
Author(s):  
Fauzi Rizki Ananda And Elia Masa Ginting
Keyword(s):  
Experimental Design ◽  
Alternative Hypothesis ◽  
T Test ◽  
Control Group ◽  
Writing Test ◽  
Lecture Method ◽  
Post Test ◽  
Procedure Text ◽  
And Control ◽  
Experimental Group

This study is aimed to find out whether Examples Non Examples method significantly effects the students’ achievement in writing procedure text. This study was an experimental design. The population of the study was grade IX of SMP Pemda Lubuk Pakam. The classes were divided in two groups, namely Experimental and Control group. Experimental group was the class taught by applying Examples Non Examples method, while Control group was taught by Lecture method. In this study, writing test was used as the instrument of collecting the data. Both experimental and control group were asked to write procedure text in pre-test and post-test. The data obtained were analyzed statistically by t-test formula. The result got t-observed is higher than t-table (3.808 > 2.000) at the level significance 0.05 with the degree of freedom (df) 62. It means that the alternative hypothesis (Ha) is accepted and Examples non Examples method significantly effects students’ achievement in writing procedure text.

scholarly journals Enhanching Students’ Writing Achievement Through E-Mail Exchanges on Personal Letter

2019 ◽  
Vol 10 (2) ◽  
Author(s):  
Nurhasanah Nurhasanah ◽  
Shofiyatul Huriyah
Keyword(s):  
T Test ◽  
Control Group ◽  
Control Group Design ◽  
Writing Test ◽  
Personal Letter ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
The Mean ◽  
E Mail ◽  
Experimental Group

The objective of this study was to find out whether or not there is any significant differences between teaching writing the eight grade students by using e-mail exchanges and those who are not. The method of this study was quasi experimental non-equivalent control group design. The total number of population was 278 students. The sample was class VIII.1 and VIII.2 were classified into two groups, experimental and control group. The data were collected through test. The test was writing test, namely pretest and posttest, and the results were analyzed by t-test by helping SPSS (Statistical Package for the Social Sciences), the data were obtained from the pretest of the experimental group. The pretest was given before giving the treatment, and posttest after the treatment. It The writing test was about personal letter written by the students based on one of topics that they preferred. Based on the data analysis, the mean score of the posttest in the experimental group is 43.7500 and the mean in the control group is 25.9659. It means the mean score of the posttest in the experimental group is higher than the mean in the control group. The result of independent sample t-test shows that t-obtained is higher than the critical value of t-table is 16.780 > 1.664. It could be concluded that there is any significant improvement in personal letter writing between the students who are taught by using E-mail exchanges and those who are not.

scholarly journals The use of point counterpoint strategy in teaching EFL students’ writing skill at Madrasah Aliyah Negeri (MAN) 5 Bireun

2021 ◽  
Vol 12 (3) ◽  
pp. 511-524
Author(s):  
Abdullah Abdullah ◽  
Usman Kasim ◽  
Saiful Marhaban
Keyword(s):  
Second Grade ◽  
Control Group ◽  
Research Subjects ◽  
Writing Test ◽  
Second Grade Students ◽  
Post Test ◽  
Efl Students ◽  
The Mean ◽  
Almost All ◽  
Experimental Group

This study aimed to find out the use of point-counterpoint strategy to improve students’ writing skills on discussion text for the second-grade students of Madrasah Aliyah Negeri (MAN) 5 Bireuen. This research used a quantitative method. The research subjects were 42 students from XI MIPA 1 and  MIPA 2. Class XI MIPA 1 was an experimental group and Class XI MIPA 2 was a control group. Both classes were selected for students’ equal ability. The instruments used to collect the data were tests; pretest and posttest and questionnaire. The writing test was used for pretest and post-test. The data collected were analyzed using descriptive statistic to find the mean scores of the two classes. The mean score of the pretest in the experimental class was 63.61 and the mean score of the posttest in the experimental class was 77. Meanwhile, the mean score of the pretest in the control class was 63.80 and the mean score of the posttest in the control class was 74.47. The  mean score of the experimental class was higher than the control class. Accordingly, the hypothesis of this research was accepted. In the questionnaire, the researchers found that almost all students choose “agree” toward the Point-Counterpoint strategy in writing discussion text.

scholarly journals The Efficacy of Corrective Feedback on L2 Writings of EFL Students

2017 ◽  
Vol 8 (1) ◽  
pp. 110 ◽  
Author(s):  
Senanur ÇINAR
Keyword(s):  
Teaching And Learning ◽  
Corrective Feedback ◽  
Reliability And Validity ◽  
Private University ◽  
Control Group ◽  
Efl Learners ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group ◽  
Made In

Errors have been perceived as problems within the process of teaching and learning a language. However, especially in writing, learners are able to benefit from their errors with the help of corrective feedback. The purpose of this study is to investigate the effectiveness of explicit corrective feedback in Turkish EFL learners’ writing. The participants of the study were 43 intermediate level Turkish EFL students at a private university in Turkey. There were one experimental, 21 students, and one control group, 22 students. As the data collection both groups were administered a pre-test, a post-test and a delayed post-test as a paper and pencil tests. The experimental group received explicit corrective feedback with extended comments on their errors, and the control group received no feedback. Their errors were only underlined without providing correction. The number of errors that each group made in the writings was compared to each other. In order to ensure the reliability and validity, the participants were administered a 5 Likert scale questionnaire after the writing sessions. The results revealed that the experimental group who received explicit corrective feedback made fewer errors than the control group who did not receive feedback on their L2 writings. Besides that, the experimental group made fewer mistakes in their tests compared to the previous ones. Thus, the findings of the questionnaire revealed that students had a positive view about corrective feedback their L2 writings especially if it has extended comments.

scholarly journals Peer Assessment Training on EFL Writing for Lower Proficiency Level, Is It Worthy?

ELT-Lectura ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. 55-66
Author(s):  
Herlinawati Herlinawati
Keyword(s):  
Peer Assessment ◽  
Control Group ◽  
Trained Group ◽  
Writing Ability ◽  
Writing Test ◽  
Proficiency Level ◽  
Post Test ◽  
Efl Students ◽  
Assessment Training ◽  
Experimental Group

The present study was conducted to investigate whether training on peer assessment could foster better writing ability for English lower proficiency EFL students. Forty-eight (48) students participated in this study and randomly assigned into two groups; trained and untrained peer assessment. Trained group is as experimental group and untrained group is as control group. The students’ English proficiency level was lower to higher based on the results of TOEFL test  scores. A pre-writing test of argumentative essay was given before providing the training. Then, the students in experimental group was given peer assessment training before instructing them to rate their peers drafts. The whole sessions were lasted in six sessions. The pre-test was administered before giving the six sessions to apply the treatment; and a post test was given at the end of the session to determine the effects of peer assessment training on  students’ writing ability. The result of analysis revealed significant between-group differences, F (2, 816) = 3.440, p (.020) < .05. the lower proficiency in trained group performed better than the higher and lower proficiency students in untrained group.  

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