scholarly journals Efficacy of Written Corrective Feedback as a Tool to Reduce Learners’ Errors on L2 Writing

2018 ◽  
Vol 8 (5) ◽  
pp. 166
Author(s):  
Aisha Tanveer ◽  
Mehwish Malghani ◽  
Durdana Khosa ◽  
Maria Khosa
Keyword(s):  
Quantitative Research ◽  
Corrective Feedback ◽  
Reduction Rate ◽  
Control Group ◽  
Efl Learners ◽  
Treatment Groups ◽  
Written Corrective Feedback ◽  
Different Types ◽  
Better Than

Over the last few decades, considerable research has been done to investigate the role of written corrective feedback in SLA classrooms. However, early researches suffered from major design flaws and consequently failed to draw any definite conclusions. In order to move this line of research it is important to analyze the issue in EFL/ESL settings. This research study, by applying quantitative research design, seeks to investigate the effectiveness of WCF on 30 low-intermediate EFL learners and their error reduction rate on pre, post and delayed posttest. Two different types of WCF (direct and indirect metalinguistic) were provided on two error categories, i.e. articles and past tense. Statistical analysis indicated that both treatment groups performed significantly better than control group on subsequent drafts. Thus, the present study by proving the efficacy of WCF at least on above mentioned error categories strengthens the case in favor of WCF in L2 classrooms.

scholarly journals The Role of Individual Preferences in the Efficacy of Written Corrective Feedback in an English for Academic Purposes Writing Course

2021 ◽  
Vol 46 (10) ◽  
pp. 1-20
Author(s):  
Bradley Perks ◽  
◽  
Bradley Colpitts ◽  
Matthew Michaud ◽  
◽  
...  
Keyword(s):  
Corrective Feedback ◽  
The Body ◽  
Control Group ◽  
Structured Interviews ◽  
Treatment Groups ◽  
Affective Factors ◽  
Written Corrective Feedback ◽  
Writing Course ◽  
The Impact

This study examined the effectiveness of written corrective and the role of individual differences (ID) in the uptake of the feedback. Data was taken from a nine-week, English as a foreign language (EFL) writing course from 101 intermediate (n=101) students at a private university in Kobe, Japan. Using an explanatory sequential mixed methods design, quantitative data was first collected concerning writing errors, followed by qualitative semi-structured interviews. Three classes were placed into either two treatment groups (direct and indirect) or a control group, and completed four writing tasks (pre-test, post-test and two delayed post-tests). The study found the two treatment groups showed significant improvements on local and global errors, whereas the control group did not. Additionally, the qualitative component elicited the influence of affective factors. The study adds to the body of literature addressing the impact of written corrective feedback, specifically on students’ self-editing strategies.

The effectiveness of corrective feedback for the acquisition of L2 pragmatics: An eight month investigation

2017 ◽  
Vol 0 (0) ◽  
Author(s):  
Minh Thi Thuy Nguyen ◽  
H.T. Do ◽  
T.T. Pham ◽  
A.T. Nguyen
Keyword(s):  
Corrective Feedback ◽  
Pragmatic Competence ◽  
Control Group ◽  
Treatment Groups ◽  
Written Corrective Feedback ◽  
Treatment Conditions ◽  
L2 Pragmatics ◽  
Post Test ◽  
Better Than

AbstractThis study investigates effects of pragmatics-focused instruction using different types of written corrective feedback (CF) on the development of pragmatic competence of Vietnamese learners of English as a foreign language. Five intermediate-level groups of learners who were learning syntactic downgraders for mitigating their email requests were randomly assigned to either the control or one of the four treatment conditions: instruction + clarification requests, instruction + recasts, instruction + metapragmatic feedback, and instruction + explicit correction. The performance of the treatment groups on a DCT pre-test, immediate post-test, and two follow-up tests at one and eight months after the treatments was compared with that of a control group who received only routine instruction. Results showed that the four treatment groups performed significantly better than the control group when measured at all three post-tests, but there was no difference among the treatment groups in their post-treatment scores.

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.

scholarly journals A Comparison of Efficiency in Teacher Correction Strategies in Iranian EFL Learners’ Speaking Improvement

2016 ◽  
Vol 6 (6) ◽  
pp. 183
Author(s):  
Roya Keshavarz ◽  
Amin Marzban
Keyword(s):  
Corrective Feedback ◽  
Placement Test ◽  
Control Group ◽  
Teaching Methodology ◽  
Moderator Variable ◽  
Efl Learners ◽  
Feedback Type ◽  
Significant Difference ◽  
And Control

<p>The present study was an attempt to investigate the effect two types of corrective feedback (i.e., recast and metalinguistic) in order to find out which one is more effective on EFL learners’ speaking improvement and also to see if gender could play a role in the relative impact of the two types of corrective feedback on learners’ speaking ability. To this end, 65 EFL learners of intermediate level in one of language institutes in Shiraz, Iran were selected and divided into three groups including two experimental groups and one control. The instruments used to collect the data included IELTS test as the pre and post tests and Oxford Placement Test (OPT) in order to obtain the homogeneity in participants’ English proficiency. The collected data were codified and entered into SPSS Software (Version 22) and were analysed using descriptive statistics, t-test, and Tukey test. The results indicated that although applying these two types of corrective feedback could have made improvement in EFL learners’ speaking ability, there was not observed any significant difference between impacts of recast and metalinguistic on EFL learners’ production. The test results also indicated that there was not any significant difference regarding gender within the three groups. This homogeneity further shows that in this study, the gender variable did not have any effect on the role of corrective feedback and it can be concluded that the observed difference between metalinguistic group, recast group, and control group is just the result of the provided corrective feedback type which has acted as the intervening variable and the moderator variable such as gender did not prove to have any effect in the outcome of this study. The findings can contribute to syllabus design and teaching methodology areas.</p>

Exploring the learning potential of models with secondary school EFL learners

2019 ◽  
Vol 32 (1) ◽  
pp. 155-184
Author(s):  
Félix Montealegre Ramón
Keyword(s):  
Secondary School ◽  
Corrective Feedback ◽  
Learning Potential ◽  
Efl Learners ◽  
Different Types ◽  
Stage 1 ◽  
Model Texts ◽  
Writing Task

Abstract The role of Corrective Feedback (CF) in the process of acquiring a second language (L2) has been deemed an issue of controversy among theorists and researchers alike. In this empirical study, the objective is to investigate the quality of EFL learners’ processing of feedback employing models and different types of noticing (perfunctory or substantive [Qi & Lapkin, 2001]). The study was carried out with 13- and 14-year-old learners placed in two groups and engaged in a three-stage writing task that included composing a picture-based story (Stage 1), comparing their texts with a model (Stage 2), and rewriting the story (Stage 3). The groups differed in the way they were prompted to process the model text. The findings indicate that there are no differences between the two feedback groups within stages. All the participants increased the number of features reported across stages regardless of the feedback condition. The employment of a model text provided the students with alternative features related to lexis, form, and ideas. The potential effects of model texts and types of noticing on L2 learners’ language development are discussed.

The effectiveness of written corrective feedback and the impact Lao learners’ beliefs have on uptake

2015 ◽  
Vol 38 (1) ◽  
pp. 66-84 ◽  
Author(s):  
Stephanie Rummel ◽  
John Bitchener
Keyword(s):  
Corrective Feedback ◽  
Past Tense ◽  
Control Group ◽  
Efl Learners ◽  
Written Corrective Feedback ◽  
Post Test ◽  
Feedback Preferences ◽  
The Impact

This article presents the results of a study examining the effectiveness of written corrective feedback (CF) on the simple past tense and the impact beliefs may have on students’ uptake of the feedback they receive. A seven-week study was carried out with 42 advanced EFL learners in Vientiane, Laos. Students’ beliefs about written CF were first collected, after which they were assigned to either the control group or to groups that received written CF according to their feedback preferences. Students produced four pieces of writing (pre-test, post-test and two delayed post-tests) that responded to four different narrative prompts. The targeted grammatical feature was the simple past tense. The study found that the three feedback groups showed significant improvement in the use of the targeted feature while the control group did not. Furthermore, the results seemed to indicate that beliefs might have impacted on the extent to which the Lao students improved their linguistic accuracy because the students who received their preferred type of feedback were more successful at eliminating the targeted errors than the ones who did not.

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 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 Effects of recasts, clarification requests on suprasegment development of English intonation

2021 ◽  
pp. 311-325
Author(s):  
Wei Zhang ◽  
Hui Chang ◽  
Yi Liao
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
Control Group ◽  
Target Feature ◽  
Efl Learners ◽  
Phonological Knowledge ◽  
Different Types ◽  
Acoustic Analyses ◽  
Language Input

A total of 102 English as a Foreign Language (EFL) learners participated in the present study, which aimed to test how different types of corrective feedback-recasts and clarification requests-can differentially affect the suprasegment development of English intonation. All participants received 5 treatment sessions designed to encourage them to notice and practice the target feature in meaningful discourse; recasts or clarification requests were provided to the participants’ untargetlike production, except those in the control group (n=34), who received comparable instruction but without corrective feedback. Acoustic analyses were conducted on 7 intonation features including words/IP, pause, anacrusis, lengthing, pitch reset, improper tonicity and tone selection elicited via pretest and posttest measures targeting trained instances and untrained instances. The results showed that 1) recasts are more effective than clarification requests on EFL learners’ suprasegment development of English intonation; 2) recasts may not only lead learners to establish, reinforce and generalize their new phonological knowledge of English intonation that they had practiced during the treatments, but also help them transmit their attention from trained to untrained learning of foreign language input at a suprasegmental level.

scholarly journals The correlation between cognitive styles and written corrective feedback preferences among Iranian and Turkish EFL learners

2021 ◽  
Vol 16 (2) ◽  
pp. 669-685
Author(s):  
Parivash Jamali Kivi ◽  
Ronald M. Hernández ◽  
Jorge Luis Escalante Flores ◽  
Doris Fuster-Guillén
Keyword(s):  
Learning Styles ◽  
Research Question ◽  
Cognitive Styles ◽  
Corrective Feedback ◽  
Placement Test ◽  
Efl Learners ◽  
Written Corrective Feedback ◽  
Different Types ◽  
Efl Students ◽  
Iranian Students

This study aimed at finding the correlation between Iranian and Turkish EFL learners’ cognitive styles and their preferences for different WCF types. Sixty out of seventy-five EFL students at the intermediate level in two contexts (Iran and Turkey) were selected through the Oxford Placement Test. There were two instruments in this research: The Learning Styles Questionnaire, and CF questionnaire. The researcher gave detailed instructions on how to complete the surveys. The findings demonstrated that there was a correlation between EFL students’ cognitive styles and their WCF preferences in both Iran and Turkey contexts. The second research question results indicated that there was a relationship between learners’ cognitive styles and their preferences for different types of errors to be corrected. The results of the third research question showed that the correlation between Iranian students’ cognitive styles and their preferences for different CF frequencies was not significant. The last research question results showed that the correlation between Turkish students’ cognitive styles and their preferences for different CF frequencies was not significant.   Keywords: Cognitive Styles – EFL Learners – Preferences – Written Corrective Feedback.

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