Assessing the Effect of Direct and Indirect Corrective Feedback in Process-based vs Product-based Instruction on Learners’ Writing

2021 ◽  
Vol 21 ◽  
pp. 35-53
Author(s):  
Mojgan Khaki ◽  
Hossein Heidari Tabrizi
Keyword(s):  
English Language ◽  
Corrective Feedback ◽  
Teaching Writing ◽  
Intermediate Students ◽  
Efl Learners ◽  
Indirect Feedback ◽  
Product Approach ◽  
Based Instruction ◽  
Post Hoc ◽  
Direct Feedback

The present study peruses EFL learners in a kind of process-product approach in writing and investigates the possible effects of teachers’ direct and indirect corrective feedback in four English language institutes in Isfahan, Iran. Four groups of intermediate students participated as a case in this study. The total number of participants was 120 female EFL learners selected based on a convenient non-random sampling method but randomly divided into four experimental groups. In the first group, the product-based approach was used to teach writing, and the learners received direct corrective feedback. In the second group, again product-based approach was used to teach writing, and the learners received indirect corrective feedback. In the third group, the writing was taught using a process-based approach, and the learners received direct corrective feedback, and in the last group, the learners received indirect feedback in process-based writing. The writing performance of the students in all four groups was compared in terms of accuracy. ANOVA and Post-hoc tests revealed that the process-based approach through which direct feedback was provided was more effective than other teaching writing approaches.

scholarly journals The Effect of Indirect Written Corrective Feedback to Arabic Language Intermediate Students’ in Kuwait

2016 ◽  
Vol 12 (28) ◽  
pp. 361 ◽  
Author(s):  
Hamed A. Alhumidi ◽  
Sani Yantandu Uba
Keyword(s):  
Teaching And Learning ◽  
Large Scale ◽  
Corrective Feedback ◽  
Arabic Language ◽  
Spelling Errors ◽  
Intermediate Students ◽  
Written Corrective Feedback ◽  
Learning Tasks ◽  
Indirect Feedback ◽  
Direct Feedback

This study investigates the effect of indirect written corrective feedback to Arabic intermediate students in Kuwait. There are 20 participants altogether in this study, ten male and ten female. They each wrote two assignments on the same topic. No feedback was received on the first assignment, and the second was conducted after indirect feedback was offered to them on the first task. The results show that indirect feedback is effective in improving their writing and language skills. The results also indicated a higher number of spelling errors than any other errors. The findings of this study suggest some teaching implications which include raising students’ awareness of the need to avoid many writing errors. Teachers should not correct all students’ errors, but should only correct those errors which are deemed necessary to correct. Teachers should also focus their attention on teaching and learning tasks, which concentrate on indirect written feedback rather than direct feedback. Again, as the leaners seem to have more problems with spelling errors rather than any other errors, teachers should devise strategies which concentrate on improving such errors, and writing correct words. This study advocates a large scale of studies which cover the wider context of Kuwaiti intermediate students.

A Comparative Study of the Impact of Interpretation-based, Task-based, and Mechanical Drills Teaching Methods on Iranian English Language Learners’ Grammatical Development

2016 ◽  
Vol 6 (10) ◽  
pp. 1951
Author(s):  
Faezeh Fereydoonyzadeh ◽  
Hamid Gholami
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Efl Learners ◽  
Grammatical Development ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Post Hoc ◽  
The Impact

Since grammar has been an important part of language learning, this study was aimed to investigate the impact of three different methods (meaning-based method, task-based method and mechanical drill method) on grammatical development of Iranian EFL learners by teaching conditional sentences. This study was performed in Jahad Daneshgahi Language School of Kermanshah, Iran. The researcher administered a pre-test to see if the learners could make a homogeneous group in terms of proficiency or not. 51 learners were chosen to participate in the study. The learners were studying Top notch book (the third level). The participants were divided into three groups, each group containing 17 learners. The classes were co-educational, containing both male and female learners. Their ages ranged between 17 to 35 years old. This study was done in fall 2014.  Analysis based on ANOVA and post hoc indicated that teaching conditional sentences with task-based instruction in comparison with two other methods, leads to a better grammatical development on Iranian EFL learners. The result of the study indicated that majority of the learners had a better performance on the test based on task-based method treatment.

scholarly journals Teacher Practices and Students’ Preferences for Written Corrective Feedback and Their Implications on Writing Instruction

2017 ◽  
Vol 7 (1) ◽  
pp. 112
Author(s):  
Aridah Aridah ◽  
Haryanto Atmowardoyo ◽  
Kisman Salija
Keyword(s):  
Writing Instruction ◽  
Teacher Practices ◽  
Survey Design ◽  
Corrective Feedback ◽  
Sampling Technique ◽  
Teaching Writing ◽  
Effective Feedback ◽  
Writing Instructions ◽  
The One ◽  
Direct Feedback

The discrepancy between students’ preferences and teacher practices for feedback on writing has created difficulty on the side of teachers and confusion on the side of the students. What teachers believe and practice as effective feedback for students may not be the one that students perceive as useful and effective feedback for them. This paper investigates the types of written feedback preferred by the students and the types of feedback provided by the teachers on students’ writing. This study employed a survey design which involved 54 students and 22 teachers using convenience sampling technique. The instrument used in collecting data was a questionnaire in the form of Feedback Scale. The results showed that there were some points of compatibility between students’ preferences and teachers’ practices and some other points were incompatible. The data showed that both students and teachers preferred to have or to give direct feedback but the data also indicated that students liked to have more direct feedback than the teacher could provide. It was also found that the teachers provided more indirect feedback than the students expected to have. The students also preferred unfocused feedback to focused feedback. The findings of the study have crucial implications on writing instruction. There is a need to design writing instructions which accommodate both teachers’ practices and students’ preferences for written feddback. Based on the profile of students’ preference and teachers’ practices, a model of feedback provision in teaching writing is proposed. This model is called preference-based feedback on writing instruction.

LEARNERS’ PROCESSING, UPTAKE, AND RETENTION OF CORRECTIVE FEEDBACK ON WRITING

2010 ◽  
Vol 32 (2) ◽  
pp. 303-334 ◽  
Author(s):  
Neomy Storch ◽  
Gillian Wigglesworth
Keyword(s):  
Second Language ◽  
Corrective Feedback ◽  
Rich Source ◽  
Affective Factors ◽  
Indirect Feedback ◽  
Lexical Errors ◽  
Direct Feedback

The literature on corrective feedback (CF) that second language writers receive in response to their grammatical and lexical errors is plagued by controversies and conflicting findings about the merits of feedback. Although more recent studies suggest that CF is valuable (e.g., Bitchener, 2008; Sheen, 2007), it is still not clear whether direct or indirect feedback is the most effective, or why. This study explored the efficacy of two different forms of CF. The investigation focused on the nature of the learners’ engagement with the feedback received to gain a better understanding of why some feedback is taken up and retained and some is not. The study was composed of three sessions. In session 1, learners worked in pairs to compose a text based on a graphic prompt. Feedback was provided either in the form of reformulations (direct feedback) or editing symbols (indirect feedback). In session 2 (day 5), the learners reviewed the feedback they received and rewrote their text. All pair talk was audio-recorded. In session 3 (day 28), each of the learners composed a text individually using the same prompt as in session 1. The texts produced by the pairs after feedback were analyzed for evidence of uptake of the feedback given and texts produced individually in session 3 for evidence of retention. The learners’ transcribed pair talk proved a very rich source of data that showed not only how learners processed the feedback received but also their attitudes toward the feedback and their beliefs about language conventions and use. Closer analysis of four case study pairs suggests that uptake and retention may be affected by a host of linguistic and affective factors, including the type of errors the learners make in their writing and, more importantly, learners’ attitudes, beliefs, and goals. The findings suggest that, although often ignored in research on CF, these affective factors play an important role in uptake and retention of feedback.

How do learners engage with oral corrective feedback on lexical stress errors?

2020 ◽  
Vol 43 (3) ◽  
pp. 247-276
Author(s):  
Hooman Saeli ◽  
Mohammadreza Dalman ◽  
Payam Rahmati
Keyword(s):  
Corrective Feedback ◽  
Cognitive Engagement ◽  
Lexical Stress ◽  
Cognitive Resources ◽  
Efl Learners ◽  
Oral Corrective Feedback ◽  
Negative Perceptions ◽  
Direct Feedback

Abstract This study explored the affective, behavioral, and cognitive engagement of 18 Iranian EFL learners with oral corrective feedback on lexical stress errors. The data were collected using questionnaires, pretests, posttests, and interviews. The questionnaire responses showed that the participants held various perceptions about direct feedback. Additionally, the pretest and posttest results indicated that the learners with positive perceptions about direct feedback had significant lexical stress accuracy gains. Also, the students who viewed direct feedback favorably showed positive affective, behavioral, and cognitive engagement with it. These learners, for instance, frequently reviewed the provided feedback and used cognitive resources when utilizing it. In contrast, the students with negative perceptions about direct feedback showed negative engagement with it. The findings suggest that learners’ affective, behavioral, and cognitive engagement can determine the working of feedback. Also, students’ perceptions seem to filter the feedback they receive, thereby helping shape how they engage with feedback.

scholarly journals Corrective Feedback On Accuracy Students’ Writing Paragraph

2019 ◽  
Vol 17 (2) ◽  
pp. 113-125
Author(s):  
Rulik Setiani
Keyword(s):  
Corrective Feedback ◽  
Indirect Feedback ◽  
Direct Feedback

Menulis merupakan kemampuan yang harus dikuasai oleh siswa karena dengan menulis siswa dapat menuangkan ide dan pikiran. Untuk dapat menulis paragraf yang baik siswa harus memperhatikan bagian dari paragraf itu sendiri seperti kalimat utama, kalimat-kalimat pendukung, dan kalimat penutup. Maka dari itu untuk mengetahui ketepatan menulis paragraf, guru perlu memberikan umpan balik kepada siswa agar mereka mengetahui letak dan alasan ketidaktepatan hasil menulisnya. Umpan balik yang dapat diberikan guru kepada siswa dapat berupa umpan balik langsung (Direct Feedback) dan tidak langsung (Indirect Feedback). Umpan balik langsung yaitu guru menandai kesalahan atau ketidaktepatan dengan memberikan koreksi atau jawaban pada bagian yang salah, sedangkan umpan balik tidak langsung guru hanya mengoreksi dengan memberikan kode-kode tertentu seperti membulati bagian yang salah atau menggaris bawahi, dan menyilang tanpa memberitahu langsung jawaban atau alasan ketidaktepatan tersebut dengan jawaban yang benar. Oleh karena itu pemberian umpan balik diharapkan dapat meningkatkan minat positif dan meningkatkan hasil belajar siswa dalam menulis paragraf.

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.

scholarly journals The Effect of Immediate and Delayed Error Correction on Accuracy of EFL Learners’ Oral Production

2016 ◽  
Vol 6 (3) ◽  
pp. 93
Author(s):  
Fatemeh Safari
Keyword(s):  
Language Learning ◽  
Error Correction ◽  
English Language ◽  
Corrective Feedback ◽  
Specific Situation ◽  
Efl Learners ◽  
Oral Production ◽  
Positive Effects ◽  
The Subject ◽  
English Language Institute

The concept of corrective feedback in learning a second language has gained more importance and it has been the subject of many researches during recent years. Therefore, considering some aspects that affect it such as when and how to correct, and also what types of corrective feedback are more preferable and effective is of crucial concern. The aim of this study is to find the most effective type of error correction (especially the best time: whether immediately or delayed) in the case of accuracy of Iranian EFL learners’ oral production. Thus, in order to investigate this study, 30 homogenous intermediate EFL learners were selected randomly (female) aged 13 to 30 from Tak English language institute in Dezful, Iran. The participants were divided into 2 groups of 15. For G1 errors were corrected immediately and for G2 with some delay, i.e. after finishing their speech during a term. At the end of the term, each student were asked to discuss one of the topics they have covered during the term, while their voices were recorded and transcribed later. Measures of accuracy were developed to examine the results. Data analysis indicated that both Immediate and Delayed Error Correction had positive effects on the accuracy of learners’ oral production. However, it was evident that although both types of CF were beneficial, the effects of Immediate Error Correction were larger than the other. In conclusion, regarding the specific purpose of language learning in a specific situation and classroom, it is recommended that teachers should be familiarized with all types of CF and then cautiously select the most appropriate one.

scholarly journals A comparative study of the effectiveness of direct feedback and indirect feedback methods for Urdu EFL learners writings

2015 ◽  
Vol 6 (7) ◽  
pp. 114-122
Author(s):  
Ahmad Saeed ◽  
Ul Hassan Mehmood ◽  
Babar Qureshi Muhammad ◽  
Imtiaz Qurashi Maryam
Keyword(s):  
Comparative Study ◽  
Efl Learners ◽  
Indirect Feedback ◽  
Direct Feedback

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).

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