scholarly journals The Effect of Comprehensive Written Corrective Feedback on EFL Learners’ Written Syntactic Accuracy

2020 ◽  
Vol 11 (1) ◽  
pp. 17
Author(s):  
Mohammadreza Valizadeh
Keyword(s):  
Control Period ◽  
Corrective Feedback ◽  
Placement Test ◽  
Treatment Control ◽  
Efl Learners ◽  
Written Corrective Feedback ◽  
Significant Difference ◽  
Grammatical Errors ◽  
Quasi Experimental ◽  
Feedback Strategies

This quasi-experimental study, using a pretest-treatment-posttest-delayed posttest design, investigated the effects of two comprehensive corrective feedback strategies: direct corrective feedback (DCF), and metalinguistic explanation (ME) on L2 learners’ written syntactic accuracy. The participants were 90 Turkish EFL learners. After ensuring their homogeneity in terms of L2 proficiency using Oxford Quick Placement Test, they were assigned to three groups: DCF, ME, and No Feedback (NF). The treatment/control period lasted for five weeks, during which the experimental groups wrote an argumentative essay in class, received the unfocused feedback, and revised their corrected text. The participants in the NF group were provided with feedback only on content, orthography, and organization, but not on grammatical errors. Results of the posttests and delayed-posttests (after a two-week interval) revealed that both experimental groups significantly outperformed the NF group; however, no statistically significant difference was found between the DCF and ME groups. Pedagogical implications are discussed in the paper.

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>

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.

Asynchronous Online Peer Written Corrective Feedback

2015 ◽  
pp. 271-297
Author(s):  
Shahin Vaezi ◽  
Ehsan Abbaspour
Keyword(s):  
Peer Review ◽  
Corrective Feedback ◽  
Writing Achievement ◽  
Efl Learners ◽  
Face To Face ◽  
Written Corrective Feedback ◽  
Significant Difference

The purpose of the present study was to investigate whether there is any statistically significant difference between the effects of asynchronous online peer WCF through blogging and face-to-face peer WCF on the writing achievement of Iranian EFL learners. The study also investigated the extent to which students revise their writings based on peer comments provided. This study also measured the attitude of students towards peer WCF through blogging as compared with that of the participants receiving face-to-face peer WCF. The findings indicated that there is no statistically significant difference between the effects of face-to-face and asynchronous online peer WCF on the writing achievement of the Iranian EFL learners. In terms of the extent of incorporating the peer comments in their final drafts, the participants in the FF group incorporated more of the comments they received into their second drafts in comparison with the OL group. Finally, it was revealed that the participants of each group generally expressed their satisfaction with both methods of peer review.

scholarly journals The Effect of Individualized Technology-Mediated Feedback on EFL Learners’ Argumentative Essays

2018 ◽  
Vol 7 (3) ◽  
pp. 125 ◽  
Author(s):  
Fatemeh Soltanpour ◽  
Mohammadreza Valizadeh
Keyword(s):  
Corrective Feedback ◽  
Experimental Treatment ◽  
Control Treatment ◽  
Efl Learners ◽  
Significant Difference ◽  
Paper Form ◽  
Quasi Experimental ◽  
The Difference ◽  
Argumentative Essays

This quantitative quasi-experimental study, which followed a pretest-posttest-delayed posttest design, was aimed at investigating the effect of individualized technology-mediated feedback (henceforth, ITMF) on the overall quality of Iranian EFL learners’ argumentative essays. The effect of ITMF, as the experimental treatment, was compared with the common written corrective feedback (henceforth, CWCF) strategies as the control treatment. 57 learners, studying at general EFL courses at upper-intermediate level, formed the participants. They were assigned to two groups: ITMF and CWCF, which, in this study, is meant as the pen-and-paper form of direct and indirect feedback. Each group received six sessions of treatment. The writing tasks and tests were all of argumentative type. First, whether there was any significant difference between the ITMF and CWCF in the overall quality of the essays was investigated. The ITMF group significantly outperformed the CWCF one. Then, whether the difference between the groups varied over time was explored, and it was revealed that the ITMF was still significantly superior over the CWCF. Next, whether there would be any significant change in the ITMF in the long term was examined, and no change was seen. The study supports the advocates of screencasting feedback, revision and teacher-learner negotiation following the feedback.

scholarly journals A Comparative Study of the Impact of Metalinguistic Feedback and Explicit Correction on the Writing Performance of Iranian EFL Learners

2016 ◽  
Vol 6 (2) ◽  
pp. 132
Author(s):  
Yazdan Azizi Khah ◽  
Majid Farahian
Keyword(s):  
Corrective Feedback ◽  
Writing Performance ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Written Corrective Feedback ◽  
Proficiency Level ◽  
Metalinguistic Feedback ◽  
Grammatical Errors ◽  
Writing Assignment ◽  
The Impact

<p>The present study aimed at investigating the impact of two different strategies of providing written corrective feedback on English as foreign language (EFL) learners’ writing performance. To achieve this goal, sixty EFL learners who participated in the study were assigned into two groups. Throughout the period of the study, two techniques of written feedback, metalinguistic feedback and explicit correction feedback were put into practice as the treatment. The first writing assignment was used as the pretest and the last writing assignment was the posttest. To determine the proficiency level of the participants, A Nelson English Proficiency Test was used. The result of the paired t-tests showed that the writing performance of two groups improved; however, the independent t-test was performed between the posttests of the two groups indicated that the group with metalinguistic feedback had greater improvement than the group which received the explicit correction feedback. The findings suggest that providing teacher corrective feedback is effective in reducing EFL learners’ grammatical errors and improves their writing achievement.</p>

scholarly journals On the Differential Effects of Individual and Collaborative Written Corrective Feedback on the Accuracy of Iranian Female EFL Learners’ Writing

2018 ◽  
Vol 1 (2) ◽  
pp. 33
Author(s):  
Alireza Bonyadi
Keyword(s):  
English Language Learners ◽  
English Language ◽  
Corrective Feedback ◽  
Feedback Group ◽  
Test Analysis ◽  
Efl Learners ◽  
Differential Effects ◽  
Written Corrective Feedback ◽  
Significant Difference ◽  
Writing Accuracy

This paper aimed at examining the differential effects of individual and collaborative written corrective feedbacks on EFL learners’ writing accuracy. To this end, 60 female English language learners were selected from among 80 students of intermediate EFL learners in private language institute in Urmia (West Azerbayjan, IRI). The participants were randomly divided into two groups namely, ‘individual feedback group’ and ‘collaborative feedback group’. Two different correction procedures were provided for both groups. For the first group, the assignment papers of the participants was gathered by the instructor in order to be provided with explicit written corrective feedback for their writings in terms of grammar and mechanics, while for the second group, six participants wrote on a topic and each composition was corrected by four EFL learners. Finally, a post-test on writing was conducted for both groups, and a t-test analysis was used to compare the mean scores of both groups. The findings of the study revealed that there was a significant difference between the individual and collaborative corrective feedback groups in terms of their writing accuracy.

scholarly journals THE EFFECT OF WRITTEN CORRECTIVE FEEDBACK STRATEGIES ON COLLOCATION ERRORS OF LOW-PERFORMING ESL LEARNERS

2020 ◽  
Vol 9 (2) ◽  
pp. 143
Author(s):  
Abang Fhaeizdhyall ◽  
Collin Jerome
Keyword(s):  
Repeated Measures ◽  
Corrective Feedback ◽  
Control Group ◽  
Grammatical Aspect ◽  
Written Corrective Feedback ◽  
Post Test ◽  
Quasi Experimental ◽  
Feedback Strategies ◽  
Esl Learners ◽  
Grammatical Structures

The studies on error correction have been laying their emphasis on grammatical structures of the language with lack of focus on non-grammatical aspect such as lexical collocation. Therefore, this study aims at investigating the effect of direct and indirect written corrective feedback on low-performing ESL learners. Ninety-two students of a public university involved in the study. Three intact groups that have equal proficiency were identified at the beginning of the university’s academic term. A quasi-experimental design was employed with two experimental groups receiving indirect WCF and direct WCF separately, and a control group deprived of any treatment. The groups were measured in three different time points with pre-test before the intervention, immediate post-test after the intervention, and delayed post-test to measure retention effect. One-way ANOVA and repeated-measures ANOVA were used to measure the effect. The findings reveal that significant differences were detected in immediate post-tests of direct and indirect WCF groups which indicate that both WCF strategies can enhance participants’ collocational competency. Additionally, the findings also show that direct WCF strategy greatly affects participants collocation errors despite both groups performed better than the control group. This study demonstrates that retention effect was detected in the group that received direct WCF while the indirect WCF group was not able to retain - in delayed post-test. Recommendation is also discussed for Future directions of studies.Â

scholarly journals The Effect of Using SMS as a Post Task Activity on Iranian EFL Learners’ Grammar Knowledge

2017 ◽  
Vol 8 (2) ◽  
pp. 392
Author(s):  
Mohamad Reza Farangi ◽  
Jamileh Kamyab ◽  
Majid Izanlu ◽  
Nazanin Ghodrat
Keyword(s):  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Effective Learning ◽  
Significant Difference ◽  
Language Classroom ◽  
Quasi Experimental ◽  
Efl Students ◽  
Grammar Knowledge ◽  
And Control

The current study aimed at investigating the effect of using SMS on Iranian upper-intermediate EFL learners’ grammar learning. Moreover, the effect of using SMS on the Iranian EFL students’ autonomy and their perception of it as an educational tool was investigated. The participants of the present study consisted of 60 upper-intermediate Iranian EFL learners. Different instrumentations including the Oxford Placement Test (OPT), grammar test, and Autonomy Questionnaire were used in this study. Through adopting a quasi-experimental design with a pretest- treatment-posttest sequence, participants were divided into Experimental and Control group. The data was analyzed and inferentially compared using independent sample and paired sample t-test. The results indicated that there was a statistically significant difference between the pretest and posttest means of experimental and control group regarding their performance in grammar test. The results showed that experimental group learners outperformed the learners in control group. Therefore, using SMS had a significant effect on Iranian EFL learners’ effective learning of grammatical structures; in addition, it helped students to increase their autonomy towards learning. As an implication of this study, it is proposed that SMS usage can be incorporated into language classroom effectively to enhance learners’ learning of different language skills.

scholarly journals The Effect of Spatial Intelligence-based Metalinguistic Written Corrective Feedback on EFL Learners’ Development in Writing

2019 ◽  
Vol 8 (1) ◽  
pp. 40
Author(s):  
Mehdi Solhi Andarab
Keyword(s):  
Corrective Feedback ◽  
T Test ◽  
Written Feedback ◽  
Efl Learners ◽  
Spatial Intelligence ◽  
Written Corrective Feedback ◽  
Significant Difference ◽  
Metalinguistic Feedback ◽  
Intermediate Learners

Correcting and providing feedback to the written work of the learners has always been one of the hotly-debatedissues over the last decades. While a group of scholars argue in favor of the effectiveness of the written corrective(CF) feedback, others question the utility and usefulness of the CF on writing of the learners. Even there seem to befewer consensuses on the typology of the CF. Metalinguistic written corrective feedback (CF) (e.g., briefgrammatical descriptions and error codes) is a type of written feedback, through which teacher gives metalinguisticclue to the nature of the errors (Ellis, 2009). In this study, a different type of metalinguistic feedback, conceptualizedas spatial intelligence-based (SIB) metalinguistic written CF_ using the colorful stationery to write, highlight, locate,or underline the linguistic errors of the learners while giving feedback_ was used while providing feedback to thelearner’s work. In order to investigate the effectiveness of SIB metalinguistic written CF on English as a foreignlanguage (EFL) learners’ development in writing, 47 intermediate learners were randomly assigned into two groups.The learners in the first group received SIB metalinguistic written CF for their errors in writing, while the ones in thesecond group only obtained metalinguistic written CF for their errors. An independent samples t-test applied on thescores achieved from a posttest showed a significant difference in scores of the first group and that of theexperimental group. Results indicated that the accuracy (mechanics) and style of the writing of the first group ofstudents who received SIB correction for their linguistic errors exceled that of the second group students whosereceived written correction was only metalinguistic. However, there was no significant difference between thegroups in the content, and organization of their writing.

The Effect of Immediate vs. Delayed Oral Corrective Feedback on the Writing Accuracy of Iranian Intermediate EFL Learners

2016 ◽  
Vol 6 (9) ◽  
pp. 1780
Author(s):  
Hasti Yasaei
Keyword(s):  
English Language ◽  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Significant Difference ◽  
Oral Corrective Feedback ◽  
Quasi Experimental ◽  
Writing Accuracy ◽  
Group 2 ◽  
Experimental Group

This research used the quasi-experimental design to investigate the effects of immediate vs. delayed oral corrective feedback (CF) on the writing accuracy of Iranian intermediate EFL learners. A Nelson English Language Test (section 200 A) was used to homogenize three classes, two of which then were randomly assigned to experimental group and one to control group. During the treatment, the experimental group 1 received immediate oral CF through a face-to-face negotiation between the teacher and each individual after an error was made by a learner. The experimental group 2 received delayed oral CF in which learners received oral CF some time after an error was made by a learner. The control group received direct correction. After a 16-session treatment, the results of the post-test indicated a significant difference between the three groups.

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