Effect of Teachers’ Written Corrective Feedback on Saudi EFL University Students’ Writing Achievements

2016 ◽  
Vol 8 (5) ◽  
pp. 15 ◽  
Author(s):  
Sultan H. Alharbi
Keyword(s):  
University Students ◽  
English Language ◽  
Corrective Feedback ◽  
Future Research ◽  
Control Group ◽  
King Saud University ◽  
Written Corrective Feedback ◽  
Efl Students ◽  
And Control ◽  
Positive Effect

<p class="2"><span lang="X-NONE">The current study aims to examine the effect of teachers’ written corrective feedback (CF) on male Saudi EFL university students’ writing achievements. It also attempts to explore how these Saudi EFL students perceive their teachers’ CF. The sample of the current study comprised of 50 student participants chosen at random from the Department of English Language and Translation (DELT) in the College of Languages and Translation (COLT) at King Saud University (KSU). The students were distributed into two groups: experimental group (n=25) and control group (n=25). Data were gathered over a 10-week period through a pre-/posttest design for comparable groups. The results indicated that the students in the experiment group achieved better than the students in the control group on the measure, indicating that teachers’ written CF had a significant positive effect on participants’ writing achievements. The results also indicated that the participants revealed a positive attitude toward teachers’ written CF. The study concludes with the limitations and implications of the findings as well as recommendations for future research.</span></p>

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 Efficacy of Different Types of Written Corrective Feedback on EFL University Students’ Writing Quality

2020 ◽  
Vol 10 (4) ◽  
pp. 217
Author(s):  
Sultan H. Alharbi
Keyword(s):  
English Language ◽  
Corrective Feedback ◽  
Control Group ◽  
Student Writing ◽  
Writing Quality ◽  
King Saud University ◽  
Written Corrective Feedback ◽  
Different Types ◽  
Group A ◽  
Group B

The present study sought to examine the relative efficacy of three different types of written corrective feedback, as well as feedback compared with no feedback, in the context of responses to student writing quality. This study involved 60 students from the Department of English Language and Translation in the College of Languages and Translation at King Saud University. The students were divided into three groups of 20 students each. There were two experimental groups (Group A and Group B) and one control group (Group C). Groups A and B received direct and indirect written corrective feedback, respectively, while Group C received minimal written corrective feedback. The subjects were evaluated through pre- and post-tests. The study also aimed to explore the attitudes of the subjects about the different forms of written corrective feedback and attempted to find whether there was any relationship between the subjects&rsquo; attitudes and the actual effects of the types of written corrective feedback on their writing. Results showed that among the three types of feedback, direct written corrective feedback was the most effective in improving students&rsquo; writing quality, and that this form of feedback was the most preferred by the subjects. The pedagogical implications were discussed, limitations of the study were presented, and suggestions for further research projects were proposed.

scholarly journals The Effectiveness of Direct and Indirect Written Corrective Feedback on English Collocation Competency: A Quasi – Experiment

2020 ◽  
Vol 8 (1) ◽  
pp. 94
Author(s):  
Abang Fhaeizdhyall
Keyword(s):  
Corrective Feedback ◽  
Control Group ◽  
High Performing ◽  
Written Corrective Feedback ◽  
Post Test ◽  
Quasi Experimental ◽  
Group A ◽  
And Control ◽  
Esl Learners ◽  
Positive Effect

The primary aim of this study is to investigate the effectiveness of direct and indirect written corrective feedback (WCF) on English collocational competency of high-performing ESL learners. The study also sought to compare possible differences in the effect of two WCF strategies that help the researcher in identifying the appropriate WCF strategy in improving learners’ collocational competency in the context of the study. Additionally, retention effect of WCF is also investigated in delayed post-tests. Eighty-eight high-performing ESL learners of a public university participated in the quasi-experimental study of two experimental groups and one control group. A series of test namely pre-test, immediate post-test and delayed post-test was administered to collect the data. The groups are labelled ‘Direct group’ that received direct WCF treatment (n=33), ‘Indirect group’ that received indirect WCF (n=25), and ‘Control group’ that received no treatment (n=25). A set of collocation test that was developed by Gyllstad (2009) was adopted and a pilot test was conducted prior to the actual study. The participants were tested in three point of time (pre-test, immediate post-test, and delayed post-test). The findings indicate that there is a positive effect of direct and indirect WCF strategies on collocational competence. Furthermore, direct WCF has the most effect in improving collocational competency of the participants. Finally, both WCF strategies are proven statistically in retaining their effects as demonstrated in the results of delayed post-test. Suggestion for future studies are also discussed.

scholarly journals The Role of Written Corrective Feedback in Improving Kurdish EFL University Students’ Writing

2018 ◽  
Vol 4 (4) ◽  
pp. 61
Author(s):  
Hogar Mohammed Tawfeeq
Keyword(s):  
Corrective Feedback ◽  
Control Group ◽  
Feedback Group ◽  
Treatment Groups ◽  
Written Corrective Feedback ◽  
L2 Learners ◽  
Efl Students ◽  
And Control ◽  
Esl Learners

There has been a long debate about the effect of written corrective feedback (WCF) on improving L2 learners’ linguistic accuracy in writing. Some scholars question the effectiveness of WCF on improving EFL/ESL learners’ linguistic accuracy. However, other researchers argue for the value WCF to the improvement of L2 learners’ writing performance. The current paper conducts an experiment aiming to investigate whether or what type of WCF has any short- and long-terms effects on improving learners’ linguistic accuracy in writing. The study includes 105 third-year-undergraduate EFL students from the English Department in Iraqi Kurdistan Region’s two public universities. The subjects were divided into two main groups: treatment and control. The former was assigned as no corrective feedback group that was merely provided with comments on writing content, and the latter was subdivided into two experimental groups that received either indirect or direct WCF. Data was collected from learner’s essays, tests (pretest, posttest and delayed posttest) and treatments (giving WCF). Over a study period of eight weeks, the present research found out statistically significant differences between the writing accuracy of the treatment groups and the control group. The results of this study have some recommendations for future studies and pedagogical implications.

The Effects of Written Corrective Feedback on Chinese EFL Learners’ Acquisition of English Collocations

2015 ◽  
Vol 38 (3) ◽  
Author(s):  
Ting Wang ◽  
Lin Jiang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Corrective Feedback ◽  
Choice Test ◽  
Future Research ◽  
Control Group ◽  
Written Corrective Feedback ◽  
Facilitative Role

AbstractThe role of written corrective feedback (CF) in the process of acquiring a second language (L2) has been an issue of considerable controversies over past decades. This study thus endeavors to extend current work on written CF by investigating and comparing the effect on collocation learning of one traditional type of feedback—direct corrective feedback (DCF)—with an innovative type of error correction, feedback provided within context—situated feedback (SF). The effects of the two types of written feedback were measured by examining the accurate use of target collocations in a translation test and a multiple choice test completed by 73 intermediate EFL students in China. Three groups were formed: a DCF group, an SF group, and a control group. The study found that both treatment groups outperformed the control group in the posttests and delayed posttests and that there were significant advantages of the SF group in comparison to the DCF group in both posttests. The results suggested that the provision of written CF was helpful for collocation learning and that situational context could promote the facilitative role of written CF in language acquisition. These findings are discussed from the perspectives of both second language acquisition (SLA) theory and language pedagogy and implications for future research efforts are put forward.

scholarly journals أثر استخدام اسلوب الخريطة الذهنية في تحصيل طلبة الجامعة في المسرحية الانكليزية

2020 ◽  
Vol 1 (0) ◽  
pp. 113-137
Author(s):  
ناهده مجيد ◽  
اياد عيسى
Keyword(s):  
University Students ◽  
Mapping Technique ◽  
Control Group ◽  
English Drama ◽  
Mind Mapping ◽  
Post Test ◽  
And Control ◽  
Positive Effect ◽  
Experimental Group ◽  
Better Than

The current study aims to investigate the effect of using Mind Mapping technique on University students' achievement in English drama. The aim of the study is supposed to be achieved through verifying its hypotheses. The sample of the study consists of sixty EFL university students who are distributed equally into two groups, i.e. experimental and control groups. The experimental group has been taught the English drama ''Hamlet'' by using Mind Mapping technique while the control group has been taught the same material by using the traditional method. A posttest has been conducted and applied to the two groups. The required data are collected and analyzed statistically. The obtained results show that the mean scores of students' performance of the experimental group in the post test is better than that of the control group. This means that the investigated technique has a positive effect on university students' performance in English drama.

scholarly journals Exploring the Effect of Using WhatsApp on Saudi Female EFL Students' Idiom-Learning

2020 ◽  
Vol 11 (4) ◽  
pp. 328-350
Author(s):  
Ameera Almogheerah
Keyword(s):  
English Language ◽  
Learning Activities ◽  
Control Group ◽  
Learning Tools ◽  
Main Research ◽  
Post Test ◽  
Efl Students ◽  
User Friendly ◽  
And Control ◽  
Experimental Group

The study aimed at investigating the effect of using WhatsApp-based learning activities on developing idiom knowledge among Saudi university English as a foreign language (EFL) students compared to conventional method. It also examined the students’ perceptions towards the application of WhatsApp in idiom-learning. The rationale for conducting this study is to provide students with useful learning tools that may improve their idiomatic knowledge and also help them to practice English idioms anytime and anywhere outside the classroom. It also aimed to help teachers to streamline EFL instruction, making it more efficient, effective, and user-friendly. As such, the main research questions are what is the effect of WhatsApp-based learning activities on developing university female EFL students? and what are Saudi female EFL students’ perceptions on learning idioms using WhatsApp?. To answer these questions, 70 EFL female students in the Department of English Language and literature at Imam Mohammad ibn Saud Islamic University (IMSIU) involved in the study. They were assigned into two groups; experimental group, who was taught English idioms via WhatsApp-based learning activities, and control group, who was taught English idioms conventionally in classroom. Two instruments were used to collect the data; a pre-post idioms achievement test and a post-study questionnaire. The findings demonstrated that the experimental group significantly outperformed the control group in idioms achievement post-test. Moreover, the results showed that the majority of the experimental group had a positive perception towards learning English idioms via WhatsApp.

scholarly journals The Effects of Portfolio Assessment on Writing of EFL Students

2011 ◽  
Vol 4 (2) ◽  
pp. 231 ◽  
Author(s):  
Behzad Nezakatgoo
Keyword(s):  
Evaluation System ◽  
English Language ◽  
Portfolio Assessment ◽  
Control Group ◽  
Final Examination ◽  
Control Groups ◽  
Quasi Experimental ◽  
Efl Students ◽  
And Control ◽  
The Impact

The primary focus of this study was to determine the effect of portfolio assessment on final examination scores of EFL students’ writing skill. To determine the impact of portfolio-based writing assessment 40 university students who enrolled in composition course were initially selected and divided randomly into two experimental and control groups. A quasi-experimental research design was adopted in this study. In order to appraise the homogeneity of the experimental and control groups Comprehensive English Language Test (CELT) was employed at the beginning of the study. The pre-test was applied to both the experimental group and control group. Later in the study, a post-test of dependent variables was implemented for both groups. Data analysis was carried out by SPSS 16 statistical computer program .The statistical techniques being applied were the Levene statistic of One-Way ANOVA and the Paired-sample T-test. The results of the study revealed that that students whose work was evaluated by a portfolio system (portfolio-based assessment) had improved in their writing  and gained higher scores in final examination when compared to those students whose work was evaluated by the more traditional evaluation system (non-portfolio-based assessment).The findings of the present study highlighted the fact that portfolio assessment could be used as a complementary alternative along with traditional assessment to shed new light  on the process of writing.

scholarly journals Revising writing in an online learning environment

2012 ◽  
Vol 20 (1) ◽  
pp. 129
Author(s):  
Eleni Nikiforou
Keyword(s):  
Online Learning ◽  
University Students ◽  
English Language ◽  
Writing Process ◽  
Good Practice ◽  
Future Research ◽  
Online Learning Environment ◽  
Efl Students ◽  
Research Questions

The screen of the computer provides good practice for the writing process and functions as an exemplar for it since what is being written is not permanent in contrast to writing with pen on paper. The following research questions were addressed to explore the area and were investigated through the data: 1) Do students revise their writing globally or on the surface? 2) Do students co-operate or collaborate to edit their produced text? This paper will report the results from data taken from tertiary EFL students writing collaboratively and/ or co-operatively in a wiki to complete a task. This paper focuses on the revisions and editing university students did to their text while completing a group task in a wiki for the purposes of an upper-intermediate to advance English language course. The methodology that lies behind the research is grounded theory. The research conducted is qualitative and as such the data is collected from the wiki and the history pages which kept track of the students work in the wiki. An attempt is made to distinguish between superficial and global revisions the students performed. Emphasis is given to the frequency with which the students entered the wiki to edit, and the quality of the revisions to their work. From the data we can also draw conclusions as to whether the students collaborated or co-operated to edit their work. The discussion will round off with implications for future research and offer suggestions about how EFL students from the specific and similar contexts could be encouraged to revise in order to write better.

scholarly journals Exploring the Effect of Using WhatsApp on Saudi Female EFL Students' Idiom-Learning

2021 ◽  
Author(s):  
Ameera Almogheerah
Keyword(s):  
English Language ◽  
Learning Activities ◽  
Control Group ◽  
Learning Tools ◽  
Main Research ◽  
Post Test ◽  
Efl Students ◽  
User Friendly ◽  
And Control ◽  
Experimental Group

The study aimed at investigating the effect of using WhatsApp-based learning activities on developing idiom knowledge among Saudi university English as a foreign language (EFL) students compared to conventional method. It also examined the students’ perceptions towards the application of WhatsApp in idiom-learning. The rationale for conducting this study is to provide students with useful learning tools that may improve their idiomatic knowledge and also help them to practice English idioms anytime and anywhere outside the classroom. It also aimed to help teachers to streamline EFL instruction, making it more efficient, effective, and user-friendly. As such, the main research questions are what is the effect of WhatsApp-based learning activities on developing university female EFL students? and what are Saudi female EFL students’ perceptions on learning idioms using WhatsApp?. To answer these questions, 70 EFL female students in the Department of English Language and literature at Imam Mohammad ibn Saud Islamic University (IMSIU) involved in the study. They were assigned into two groups; experimental group, who was taught English idioms via WhatsApp-based learning activities, and control group, who was taught English idioms conventionally in classroom. Two instruments were used to collect the data; a pre-post idioms achievement test and a post-study questionnaire. The findings demonstrated that the experimental group significantly outperformed the control group in idioms achievement post-test. Moreover, the results showed that the majority of the experimental group had a positive perception towards learning English idioms via WhatsApp.

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