scholarly journals THE IMPACT OF CORRECTIVE FEEDBACK ON IRANIAN EFL LEARNERS’ WRITING COMPLEXITY, ACCURACY, AND FLUENCY

2021 ◽  
Vol 6 (2) ◽  
pp. 250-272
Author(s):  
Behnoosh Heshmat Ghahderijani
Keyword(s):  
English Language ◽  
Corrective Feedback ◽  
Placement Test ◽  
Control Group ◽  
Test Analysis ◽  
Efl Learners ◽  
Writing Complexity ◽  
Iranian Context ◽  
The Impact ◽  
Experimental Group

Background/Purpose: Recently, corrective feedback (CF) has gained considerable importance in language teaching research. Up until now, there has been less attention to the use of CF in an Iranian context.  This current study aims at investigating the impact of corrective feedback on Iranian intermediate EFL learners’ Complexity (C), Accuracy (A), and Fluency (F) in their writing production.   Methodology: After administering an Oxford Quick Placement Test (OQPT), the researcher selected 30 Iranian intermediate learners at a private English language institute in Isfahan, Iran and divided them into two groups of 15 randomly. An Oxford placement test was run to make sure that the two groups were homogenous. A series of writing tasks were developed to examine the participants’ performance in writing. The experimental group attended the class in which CF was performed where they received feedback from the teachers and also their partners in the class (by crossing out and explaining) during the writing tasks on how to use the correct forms of the words and tenses. The control group attended the class in which CF was performed briefly. At the end of the study, all subjects participated in paragraph writing. To compare the group means for the study, a test analysis was performed. The difference between the experimental and the control group was considered to be important.   Findings: The results of Independent and samples t tests revealed that the participants in the experimental group outperformed the ones in the control group in writing production. The results clearly indicated that the participants who received CF did better than those who did not. Therefore, the findings generally revealed that CF had a significant effect on Iranian intermediate EFL learners’ writing complexity, accuracy, and fluency.   Contributions: This study has multiple benefits for language learners and teachers. Utilizing CF in writing classes can be a practical way to improve students’ proficiency and writing skill. In addition, this study draws attention to the Complexity, Accuracy, and Fluency (CAF) of written production.   Keywords: Corrective feedback, complexity, accuracy, fluency, Iranian Intermediate EFL learners.   Cite as: Ghahderijani, B. H. (2021). The impact of corrective feedback on Iranian EFL learners’ writing complexity, accuracy, and fluency. Journal of Nusantara Studies, 6(2), 250-272. http://dx.doi.org/10.24200/jonus.vol6iss2pp250-272

scholarly journals CAN EFL LEARNERS' LEARNING STYLES IMPACT THEIR PERFORMANCE ON WRITING SKILL UNDER DIRECT AND INDIRECT CORRECTIVE FEEDBACKS?

2015 ◽  
Vol 13 (2) ◽  
pp. 155
Author(s):  
Mojtaba Maghsoudi ◽  
Sahar Saeedi
Keyword(s):  
Learning Styles ◽  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Skill Scores ◽  
Significant Difference ◽  
Field Dependent ◽  
Writing Skill ◽  
The Impact ◽  
Experimental Group

This study presents the findings of an investigation of the impact of teacher error corrective feedback on 180 field-dependent/ field-independent (FD/FI) male and female pre-intermediate and advanced Iranian EFL learners writing skill. The participants were separated into two experimental groups and one control group and were asked to write three paragraphs of about 100-150 words around three different topics, each in odd days of a week; then they received direct (in experimental group 1), indirect (in experimental group 2) and no correction feedback (in control group). The results based on Mean Scores, Standard Deviation, Multivariate Analyses and 1-way ANOVA showed that there was not any significant difference between the FD/FI learners' writing skill scores who had received corrective feedback on their errors; however, as indicated by the second finding of the present study it would be better to feedback field-dependent/-independent EFL learners indirectly. It was also indicated that, learners' learning styles had made a significant change in their writing skill scores.

scholarly journals The Impact of Immediate and Delayed Corrective Feedback on Iranian EFL Learners’ Willingness to Communicate

2017 ◽  
Vol 6 (6) ◽  
pp. 28
Author(s):  
Mahtab Zadkhast ◽  
Majid Farahian
Keyword(s):  
Corrective Feedback ◽  
Willingness To Communicate ◽  
Control Group ◽  
Immediate Feedback ◽  
Intermediate Students ◽  
Efl Learners ◽  
Group 2 ◽  
The Impact ◽  
Experimental Group ◽  
Group 1

The present study investigated the impact of immediate and delayed corrective feedback on Iranian EFL learners’ willingness to communicate. To attain the purpose of the study, 45 females intermediate students that were roughly selected according to their previous grades and their assigned  level in language school were chosen to participate in this study. Then they were divided to three equal groups: Experimental group 1(immediate feedback), Experimental group 2 (delayed feedback) and control group. In the first session, WTC questionnaire (MacIntyre ,2001 modified by Pourya Baghaei and Ali Dourakhshan) was administered to all groups as pretests. In group 1 the students’ errors were corrected by the teacher immediately after committing but in the second group, the students’ errors were written by the teacher and her comments were given to them when they finished their tasks. For the control group, the routine procedure of New Headway intermediate was followed. After about 12 sessions WTC was repeated as posttests. The findings revealed that immediate and delayed corrective feedback have a significant effect on EFL students’ level of WTC. The results, also demonstrated that experimental group 1 (immediate feedback) outweighed the other two groups in relation to their WTC. The findings have implication for pedagogy as well as further research.

The Effect of Collaborative Prewriting Discussions on L2 Writing: Complexity, Accuracy, and Fluency (CAF)

2019 ◽  
Vol 1 ◽  
pp. 18-30
Author(s):  
Mohammad Naghavi ◽  
Mahboubeh Nakhleh
Keyword(s):  
Control Group ◽  
Essay Writing ◽  
Efl Learners ◽  
Assessment Measure ◽  
Writing Complexity ◽  
Overall Performance ◽  
Research Questions ◽  
And Control ◽  
The Impact ◽  
Experimental Group

The present study essayed to investigate the impact of collaborative pre-writing discussions on three aspects of writing skill namely, complexity, accuracy and fluency (CAF). To reach this goal, 60 intermediate male EFL learners ranging from 22 to 28 years at Shahid Beheshti Language Center in Tehran, Iran participated in the study. For the purpose of homogeneity, the standardized English Proficiency Test (Preliminary English Test) was administered to 88 students and they were divided into two intact experimental and control groups. The experimental group, which was divided into six groups of five was exposed to and performed on a-40- minute essay writing tasks held two sessions per week lasting ninety-minutes for ten weeks with collaborative pre-writing discussions. Moreover, the students in experimental group were required to complete a questionnaire at the end of the study to find out about their feelings regarding prewriting discussions prior to writing in L2. The control group received the same materials and teacher as experimental group, except for, there was no collaborative pre-writing discussions to write the essays. After the raters were trained and familiarized with the rating process, the essays by both groups were collected and scored holistically based on the assessment measure provided to the two raters. In order to provide plausible answers to the research questions posed above, a series of one way ANOVA was employed to evaluate the participants' overall performance in the two conditions. The results indicated that collaborative pre-writing discussions were superior to mainstream methods. Thus, the findings can have an immediate implication for EFL teachers and practitioners who are searching for cutting edge ways of developing EFL learners' writing performance.

scholarly journals The Effect of Oral Metalinguistic Corrective Feedback on Learners’ Knowledge of Pronoun among Iranian EFL Learners

2020 ◽  
Vol 10 (6) ◽  
pp. 672
Author(s):  
Fatemeh Azimi Amoli
Keyword(s):  
Language Learners ◽  
English Language ◽  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Metalinguistic Feedback ◽  
Grammatical Errors ◽  
Post Test ◽  
Grammatical Judgment ◽  
The Impact

A great number of language learners claims that they are unable to produce the foreign language accurately without any grammatical errors at the end of their language course. In this study, the impact of oral metalinguistic corrective feedback, among various types of corrective feedback, on learners’ pronoun accuracy was considered. The participants were 74 EFL learners (46 females, 28 males) studying English at Safir English language institutes in Tehran. In order to homogenize the learners, Key English Test (KET) test was given to them. 60 learners were selected for the study and 14 learners were removed. Participants were randomly divided into two groups. One group received metalinguistic feedback and the other group received explicit correction feedback. Grammatical judgment test was used as a pretest and posttest. Eight reading passages from “Select Readings” were another instrument that was used for training through jigsaw task in this study. Then t-test was run to check the significance of the mean difference between pretest and post-test of groups. The results show the priority of experimental group (which received oral metalinguistic feedback) on control group (which received explicit feedback).

scholarly journals Can Formative Assessment and Corrective Feedback Improve L2 Learners’ Performance on English “Comparative Forms”? The Case of Low-Proficiency Level EFL Learners

2019 ◽  
Vol 2 (3) ◽  
pp. p104
Author(s):  
Alqahtani Mofareh A
Keyword(s):  
Second Language ◽  
Formative Assessment ◽  
English Language ◽  
Positive Impact ◽  
Corrective Feedback ◽  
Control Group ◽  
Attitudes And Practices ◽  
L2 Learners ◽  
The Impact ◽  
Experimental Group

This study aims to examine the impact of formative assessment with corrective feedback as one of the effective tools that improve the performance of students who study English as a second language (L2 learners). More specifically, it contributes to research on the complex relationship between the attitudes and practices of English language teachers and students regarding the way they understand and practice the basics of formative assessment and corrective feedback when checking students’ achievement. In order to achieve this goal, the study investigated this matter in light of the following guiding questions: What are the effects of corrective and formative feedback in improving students who are learning English as a second language level L2 learners? How might teachers provide effective assistance to their students during this stage?To address these questions, A total of 58 subjects were divided into a control group (n=29) and an experimental group (n=29). All the subjects were second-year cadets at a military academy. Both groups were given a pre-test prior to the teaching of English “comparative forms”. The purpose of the pre-test was to make sure that the two groups were homogenous. The pre-test was then followed by the teaching of English “comparative forms” in both groups. The experimental group was given a formative assessment where each subject also received one-on-one corrective feedback. Finally, a post-test (summative assessment) was given to both groups.After collecting and analyzing the data, it was found that providing a formative assessment and corrective feedback has a positive impact on improving students’ level of accurate understanding accurately and student writing as well as correct reading.

scholarly journals The Effect of Modified vs. Authentic Input on Iranian EFL Learners' Reading Comprehension

2018 ◽  
Vol 8 (4) ◽  
pp. 450
Author(s):  
Farzad Taghavi ◽  
Farzaneh Aladini
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Placement Test ◽  
Control Group ◽  
Authentic Texts ◽  
Efl Learners ◽  
Reading Materials ◽  
Independent Variable ◽  
English Language Institute ◽  
Experimental Group

The present study investigated the effect of authentic input as a classroom activity on Iranian EFL learners' reading comprehension. This study intended to determine whether authentic reading materials could enhance Iranian EFL learners' reading comprehension at the upper-intermediate level. To achieve this goal, 46 language learners were randomly selected from 60 ones who attended Shokoh English Language Institute in Rasht, Iran. Quick Placement Test was conducted to homogenize the participants. They were divided into two groups: the experimental and control groups. The groups experienced identical conditions during the study except for their exposure to the independent variable. After administrating the pretest, the participants in the experimental group received the treatment. After eight sessions of the treatment, the posttest was administered to both groups of the study to find out the possible effect of authentic reading materials (independent variable) on the participants' reading comprehension skill (dependent variable). The results indicated that in the experimental group EFL learners' improvement in reading comprehension was significantly greater than those in the control group. This research is meant to improve EFL classes with respect to reading skill and to help English language publishers and teachers to see the unquestioning value of authentic texts.

scholarly journals The Impact of Flipped Classroom Instruction on Iranian Upper-Intermediate EFL Learners' Writing Skill

2019 ◽  
pp. 164-172 ◽  
Author(s):  
Parisa Abedi ◽  
Ehsan Namaziandost ◽  
Samira Akbari
Keyword(s):  
Flipped Classroom ◽  
Classroom Instruction ◽  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Significant Difference ◽  
Writing Skill ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

This study attempted to examine the effects of flipped classroom instruction on Iranian EFL learners’ writing skill. To fulfill the objective of the study, 48 Iranian upper-intermediate participants were selected through administrating the Oxford Quick Placement Test (OQPT). Then, they were divided into two groups; one experimental group and one control group. Then, both groups were pretested by a writing test. After that, the researcher put the participants of the experimental group in a flipped classroom. The flipped classroom was equipped with Internet, computer and projector and participants in this classroom were allowed to bring their Smartphones to the classroom and use them during learning. The control group was exposed to traditional instruction in the class. This procedure continued till the last session. The results of independent samples t-test and one-way ANCOCA revealed that the experimental group outperformed the control group on the post-test. In addition, the results showed that there was a significant difference between the performances of the experimental group and the control group on the post-test.

scholarly journals The Effects of Visualization Training Techniques on Reading Comprehension Ability of Iranian Intermediate EFL Learners

2020 ◽  
Vol 11 (1) ◽  
pp. 73
Author(s):  
Zahra Sanati
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Control Group ◽  
Conventional Instruction ◽  
Efl Learners ◽  
Comprehension Ability ◽  
English Language Institute ◽  
The Impact ◽  
Experimental Group ◽  
Reading Comprehension Ability

The present study was conducted to investigate the impact of visualization on reading comprehension ability of Iranian intermediate EFL learners. To fulfill the purpose of the study, 40 out of 100 intermediate learners of an English language institute were chosen by means of administering a PET Test. Based on the results of the homogenizing test, two groups were formed, and learners were not randomly assigned to an experimental group and a control one. Then, both groups were provided with seven teaching sessions. A pretest was given to all examinees to capture the initial differences. Learners in the experimental group were taught to visualize the words using a variety of visualization strategies before, during, and after reading the text in class. However, students in the control group were provided with a conventional instruction in traditional classes like reading the text aloud, translating the text, and providing synonyms and antonyms, if it was needed. After teaching sessions, a posttest was given to students of both groups. The statistical analysis of obtained results using paired t-test and ANCOVA revealed that the participants in the experimental group outperformed the participants in the control group. The findings of this study showed that the effect of visualization as an instructional technology on Iranian EFL learners’ reading comprehension was extremely noticeable. The findings of the present study may have some theoretical and practical implications for both Iranian EFL teachers and students, as well as for curriculum designers and developers.

scholarly journals Impact of Collocation Instruction on Kuwaiti ESL/EFL Learners’ Reading Comprehension

2019 ◽  
pp. 1193-1202
Author(s):  
Dr. Abbas Habor. Al-Shammari ◽  
Mr. Ahmad Ali Sahiouni ◽  
Ms. Muthmainnah. M. Pd
Keyword(s):  
Reading Comprehension ◽  
English Learners ◽  
English Language ◽  
Control Group ◽  
Kuwait University ◽  
Efl Learners ◽  
Respective Control Group ◽  
Arabic Speaking ◽  
The Impact ◽  
Experimental Group

Collocation refers to a group of two or more words that often go together or located in a certain manner in speech and writing. This research was intended to observe the impact of collocation instruction on Kuwaiti ESL/ EFL learners’ reading comprehension. The setting of this pragmatic research was English Language Unit (ELU), Kuwait University. For this purpose, 80 Arabic-speaking English learners, both male and female, at intermediate level were selected from English Language Unit. The participants’ age ranged 22-25 years. Their level of English was determined on the basis of their scores on Nelson Proficiency Test which was administered at the same time in four different classes i.e., two classes as the experimental group while the other two classes as the control group for the purpose of recent research. Some participants, however, were disqualified from the data analysis because a few of them didn’t show up in the pre-experimental test, while others missed some of the sessions in the experimental stage, or failed to answer the questionnaire. Due to these reasons, the participants in the experimental group and the control group were not equal. Finally, there were 32 students in the experimental group and 35 students in the respective control group. Therefore, the final total number of the sample was 67 subjects. The statistics for this study were collected from 67 participants. The paired-sample t-test showed very interesting results. The participants in the experimental group performed better than the participants in the control group in reading comprehension test. This research verified that collocation instruction, before the test is administered, had an important impact on Kuwaiti ESL/ EFL learners’ reading comprehension.

scholarly journals The Impact of Using Task-Based Activities on Iranian EFL Learners’ Speaking Skill

2021 ◽  
Vol 5 (1) ◽  
pp. 13-27
Author(s):  
Atefeh Shamsy ◽  
Rasoul Mombeini
Keyword(s):  
Traditional Instruction ◽  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Paired Samples ◽  
Significant Difference ◽  
Post Test ◽  
Speaking Skill ◽  
The Impact ◽  
Experimental Group

This study explored the impacts of task-based activities on Iranian intermediate EFL learners’ speaking skill. To do the current study, the Oxford Quick Placement Test (OQPT) was given to 75 students and 50 intermediate participants whose scores were between 40 and 47 were selected. Then, the participants were randomly divided into two groups; one experimental group and one control group. Then they were given three topics to talk about in two minutes as a speaking pre-test.  Afterwards, the experimental group received the treatment through task-based activities while the control group received a traditional instruction. The whole instruction lasted eight sessions. In the first two sessions, the OQPT and the pre-test were administered, respectively; in five sessions, the participants received the treatment, and in the eighth session, the post-test of speaking was given to the participants of both groups to measure the effects of the treatment on their speaking improvement. The collected data were analyzed through independent and paired samples t-tests and the results indicated that the experimental group outperformed the control group on the post-test.  In other words, there was a significant difference between the speaking post-test of the two groups. The implications, the conclusions, the limitations, and the suggestions of the research were explained.  

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