The Effect of Direct Vs. Indirect Written Corrective Feedback on L2 Learners Written Accuracy in EFL Context

2015 ◽  
Vol 4 (1) ◽  
pp. 10-19 ◽  
Author(s):  
Asghar Salimi ◽  
◽  
Mahdi Ahmadpour ◽  
Keyword(s):  
Corrective Feedback ◽  
Efl Context ◽  
Written Corrective Feedback ◽  
L2 Learners

The Use of Models as Written Corrective Feedback in English as a Foreign Language (EFL)Writing

2017 ◽  
Vol 37 ◽  
pp. 110-127 ◽  
Author(s):  
María del Pilar García Mayo ◽  
Udane Loidi Labandibar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Corrective Feedback ◽  
Negative Attitude ◽  
Learning Potential ◽  
Feedback Processing ◽  
Efl Writing ◽  
Efl Context ◽  
Written Corrective Feedback ◽  
Writing Task

ABSTRACTThe language learning potential of writing has been an underresearched topic in the English as a foreign language (EFL) context. The present study investigates what Basque-Spanish EFL teenage learners (n = 60) notice when writing a composition in response to visual stimuli in a three-stage writing task including output, comparison, and delayed revision. The present study also explores how this noticing and feedback processing affects their subsequent revisions. The findings revealed that participants noticed mainly lexical problems, although they also paid attention to content features. Moreover, more proficient learners and guided learners noticed more features. A qualitative analysis of the results indicated that, overall, learners had a negative attitude toward writing and modeling, but those with more positive beliefs incorporated more items in subsequent revisions. A number of implications for research and pedagogy will be discussed.

scholarly journals Exploring University Students' Preferences towards Written Corrective Feedback in EFL Context in Libya

2020 ◽  
Vol 8 (12A) ◽  
pp. 7775-7782
Author(s):  
Khalil Jahbel ◽  
Mohammad Adnan Latief ◽  
Bambang Yudi Cahyono ◽  
Saleh Nuri Abdalla
Keyword(s):  
University Students ◽  
Corrective Feedback ◽  
Efl Context ◽  
Written Corrective Feedback

scholarly journals Written corrective feedback, learner-internal cognitive processes, and the acquisition of regular past tense by Chinese L2 learners of English

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Jinshi Shao ◽  
Yongcan Liu
Keyword(s):  
Cognitive Processes ◽  
Corrective Feedback ◽  
Past Tense ◽  
Control Group ◽  
Think Aloud ◽  
Written Corrective Feedback ◽  
L2 Learners ◽  
Picture Description ◽  
Process Feedback ◽  
Description Task

AbstractThis article reports on a mixed methods study that investigated the extent to which written corrective feedback (WCF) contributes to L2 learners’ acquisition of regular past tense in English and the cognitive processes that underpin the corrective feedback provided. The study adopted a pretest-posttest-delayed posttest design and involved 113 intermediate-level Chinese learners of English who were assigned to four conditions: indirect WCF, direct WCF, metalinguistic WCF, and control. A picture description task and a grammaticality judgement test were used to measure gains in the target structure. To explore how learners process feedback, nine learners, three from each treatment group, were selected to produce think aloud protocols. The study found that all three types of WCF had a positive effect on the picture description task, though none of them had a clear impact on the grammaticality judgement test. In addition, indirect WCF was found to have an advantage over direct and metalinguistic WCF on the delayed posttest, when compared to the control group. Think aloud data suggested that indirect WCF induced deeper cognitive processes than the other two kinds of feedback, which may account for the superiority of indirect WCF.

Investigating teachers’ written corrective feedback practices in a Saudi EFL context

2014 ◽  
Vol 37 (2) ◽  
pp. 101-122 ◽  
Author(s):  
Abdulaziz Alshahrani ◽  
Neomy Storch
Keyword(s):  
Corrective Feedback ◽  
Policy Recommendations ◽  
Efl Context ◽  
Written Corrective Feedback ◽  
Different Types ◽  
Indirect Feedback ◽  
Direct Feedback

In recent years there have been a growing number of studies on written corrective feedback (WCF), particularly in terms of the efficacy of different types of WCF. However, few of these studies have investigated what shapes teachers’ WCF practices and how they align with students’ preferences. This study, conducted with staff and students in a large Saudi university that has strict guidelines on WCF provision, examined the teachers’ WCF practices in relation to the institutional guidelines, their own beliefs about the most effective forms of WCF as well as their students’ preferences. Data collected included the feedback given by three teachers on their students’ writing (15 students per teacher), follow-up interviews with the teachers, and questionnaires completed by the students. The study found that although the teachers followed the strict guidelines and provided comprehensive indirect feedback, these practices did not always accord with their beliefs. Most of the WCF given tended to be on mechanics, and the teachers seemed unaware that this was the main focus of their feedback. They were also largely unaware that their students preferred direct feedback and mainly on grammar. We conclude our paper with some policy recommendations.

scholarly journals The Perceptions and Preferences of the General Foundation Programme Students Regarding Written Corrective Feedback in an Omani EFL Context

2019 ◽  
Vol 10 (1) ◽  
pp. 91
Author(s):  
Soufiane Trabelsi
Keyword(s):  
Focus Groups ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Corrective Feedback ◽  
Doctoral Research ◽  
Efl Context ◽  
Written Corrective Feedback ◽  
Foundation Programme ◽  
Growing Body

Despite the fact that there has been a growing body of research investigating the effectiveness of written corrective feedback (WCF) for improving L2 learners’ writing accuracy, fewer studies have investigated learners’ preferences and perceptions of WCF. This paper, which is based on a doctoral research project, reports on an exploratory study that investigated the preferences and perceptions related to the aspects of WCF in an EFL context. Qualitative data was collected from focus groups administered to a sample of intermediate and pre-intermediate General Foundation Programme (GFP) students. The results showed that the students valued feedback and preferred the comprehensive feedback approach. They wanted it to be indirect and unfocused as well as teacher initiated. The findings also showed that they perceived their teacher feedback as timely, involving a variety of techniques, sufficient, efficient, clear, explicit, familiar to them, comprehensive. Despite all that, they sometimes faced some challenges in understanding their teachers’ comments. The paper concludes with some implications for teaching and learning.

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