scholarly journals Revision-mediated and Attention-mediated Feedback: Effects on EFL Learners’ Written Syntactic Accuracy

2018 ◽  
Vol 9 (4) ◽  
pp. 83
Author(s):  
Fatemeh Soltanpour ◽  
Mohammadreza Valizadeh
Keyword(s):  
Corrective Feedback ◽  
Control Group ◽  
Intermediate Step ◽  
Careful Attention ◽  
Efl Learners ◽  
Quasi Experimental ◽  
Short And Long Term ◽  
Argumentative Essays ◽  
The One

Based on the literature, revision requirement (i.e., when students rewrite their whole text based on the teacher feedback) can perhaps be a necessary intermediate step towards the development of written accuracy because learners have more time to think about and process the corrections; however, some state drawing learner’s attention can be achieved by asking them to take time to look over the received feedback and carefully examine their errors. This quantitative quasi-experimental study, which followed a pretest-treatment-posttest-delayed posttest design, investigated the effects of revision mediation versus attention mediation on EFL learners’ syntactic accuracy of their argumentative essays. 83 Iranian EFL learners, studying at upper-intermediate level were assigned to three groups: comprehensive direct corrective feedback plus a revision requirement (DCF/+R), comprehensive DCF plus a time to pay careful attention to and study the errors and received feedback (DCF/+S) and the control group that received the comprehensive DCF without any extra assignment (DCF/-R,-S). Each group received three sessions of treatment. The existence of any statistically significant differences among the three groups with regard to each received treatment was investigated both in the short and long term. It was found that both revision requirement (DCF/+R) and careful attention requirement (DCF/+S) significantly outperformed the group that only received the feedback. Nevertheless, it was also proved that the group that was required to pay careful attention to and study the feedback (DCF/+S) significantly outperformed the one that experienced the revision requirement (DCF/+R). Discussion focuses on the importance of two levels of awareness: noticing and understanding.

Reading–writing integrated tasks, comprehensive corrective feedback, and EFL writing development

2016 ◽  
Vol 21 (2) ◽  
pp. 217-240 ◽  
Author(s):  
Xiaoyan Zhang
Keyword(s):  
Corrective Feedback ◽  
Writing Development ◽  
L2 Writing ◽  
Control Group ◽  
Input Language ◽  
English Writing ◽  
English Reading ◽  
Quasi Experimental ◽  
Group A ◽  
The One

The study examines whether there is any difference between the effects of a reading–writing integrated task and comprehensive corrective feedback (CF) on English as a foreign language (EFL) learners’ writing development, and whether the input language in the integrated task makes a difference in L2 writing development over time and the language accuracy of the writing resulting from the integrated task. It also explores the possible relationships among language, content alignment and language accuracy and the relationship between language alignment and content alignment. To this end, a quasi-experimental study was conducted to assess participants’ L2 writing development based on a pretest–posttest–delayed-posttest design implemented in four intact EFL freshman classes. Four groups were created: an English-reading–English-writing (EE) group, a Chinese-reading–English-writing (CE) group, a comprehensive CF group, and a control group, which engaged solely in writing practice. The results demonstrated that (1) the EE and CF groups outperformed the control and CE groups on the posttest and outscored the control group on the delayed posttest with respect to language, although there were no significant differences among the three experimental groups in overall, content, and organization scores; (2) the input language of the integrated reading–writing task had a significant effect on language accuracy in the resulting essays; and (3) there was no significant correlation between content alignment and language accuracy for the CE group, whereas for the EE group, a significant positive correlation was observed not only between content and language alignment, on the one hand, and language accuracy, on the other hand, but also between content alignment and language alignment.

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 Comparison of the Effects of RevisionMediated and Attention-mediated Indirect Coded Feedback on EFL Learners’ Written Syntactic Accuracy

2021 ◽  
Vol 9 (4) ◽  
pp. 146-156
Author(s):  
Zahra Azari Nia ◽  
Mohammadreza Valizadeh
Keyword(s):  
Corrective Feedback ◽  
Rank Test ◽  
Time Interval ◽  
Efl Learners ◽  
Paired Samples ◽  
Signed Rank ◽  
Significant Difference ◽  
Signed Rank Test ◽  
Short And Long Term

This study investigated the immediate and sustained effects of revision-mediated (RICF) and attention-mediated (AICF) indirect coded corrective feedback on the written syntactic accuracy development of 50 upper-intermediate Iranian EFL learners assigned to two RICF and AICF groups. They received eight-session treatments, followed by an immediate posttest and then a delayed posttest after a four-week time interval. The collected written scripts were co-rated for syntactic accuracy by the researcher and her colleague. Descriptive and inferential statistical analyses were conducted with SPSS 21. The Wilcoxon Signed Rank Test and the paired-samples t-tests revealed that each treatment separately (i.e., revision-mediated and attention-mediated CF) had a statistically significant impact on EFL learners’ written syntactic accuracy both in the short and long term. Moreover, the independent samples t-tests indicated no significant difference between the effects of revision-mediated and attention-mediated CF on EFL learners’ written syntactic accuracy both in the short and long term. The paper provides discussion and implications.

scholarly journals Impact of Explicit Vocabulary Instruction on Writing Achievement of Upper-Intermediate EFL Learners

2016 ◽  
Vol 9 (4) ◽  
pp. 141
Author(s):  
Seyed Amir Solati-Dehkordi ◽  
Hadi Salehi
Keyword(s):  
Vocabulary Instruction ◽  
Writing Achievement ◽  
Efl Learners ◽  
Short And Long Term ◽  
The One ◽  
Reading Activity ◽  
Lexical Phrases ◽  
Vocabulary Recognition ◽  
Explicit Vocabulary

<p class="apa">Studying explicit vocabulary instruction effects on improving L2 learners’ writing skill and their short and long-term retention is the purpose of the present study. To achieve the mentioned goal, a fill-in-the blank test including 36 single words and 60 lexical phrases were administrated to 30 female upper-intermediate EFL learners. The EFL participants were asked to write a composition titled 'A Cruel Sport' after a reading activity on 'Bull Fighting'. Comparing this writing to the one written after target vocabulary instruction, it caused a significant increase in the number of vocabularies used productively in learners’ writing. The statistical analysis revealed that in delayed writing, the participant retained the newly-learned vocabularies even sometimes after the instruction. Based on the obtained results, this research offers below suggestions for L2 instructors: 1) productive use of words is not guaranteed by word comprehension per se, 2) learners are not only able to increase the active vocabulary under their control but also use the words they just learned, 3) in a writing task which was immediately fulfilled through explicit vocabulary instruction, vocabulary recognition is converted into a productive one, improving retention and leading to productive use of newly learned vocabulary at the same time. This productiveness, however, is loss prone and more practice is needed in producing newly learned vocabulary.</p>

scholarly journals Effects of Written Corrective Feedback on Explicit and Implicit Knowledge

2016 ◽  
Vol 21 (1-2) ◽  
pp. 74-85
Author(s):  
Mitra Samiei ◽  
Tam Shu Sim
Keyword(s):  
Explicit Knowledge ◽  
Corrective Feedback ◽  
Implicit Knowledge ◽  
Control Group ◽  
Short Term ◽  
The Past ◽  
Written Corrective Feedback ◽  
Quasi Experimental ◽  
Implicit And Explicit

This study is an examination of the effect of the different degrees of explicitness of written corrective feedback (WCF) on implicit and explicit knowledge of the target structure (past simple tense) in the short term and long term. There were four experimental groups including a control group, in this quasi-experimental study which received different degrees of explicit WCF. This study sought to investigate whether or not written corrective feedback could also be effective in targeting the problematic error category in the texts of FL writers. Past simple test was known as the problematic structure based on the result of the pre-test, though their level of proficiency was intermediate. It was found that both metalinguistic and direct WCF could affect the participants’ explicit knowledge of the past simple tense in the short term and long term; the indirect WCF on the other hand, could only affect the explicit knowledge in the short term and the reformulation was the only kind of WCF that did not have any effect on the explicit knowledge of the past simple tense. Moreover, all the experimental groups’ implicit knowledge improved in the short term; however, this improvement was sustained in the long term for the metalinguistic and indirect groups only. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page:74-85

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.

Time-Dependent Changes in Excitability After One-Trial Conditioning of Hermissenda

1997 ◽  
Vol 78 (6) ◽  
pp. 3460-3464 ◽  
Author(s):  
Terry Crow ◽  
Vilma Siddiqi
Keyword(s):  
Time Dependent ◽  
Control Group ◽  
Type B ◽  
Control Groups ◽  
Phototactic Behavior ◽  
Parallel Processes ◽  
Short And Long Term ◽  
A Site ◽  
Different Levels

Crow, Terry and Vilma Siddiqi. Time-dependent changes in excitability after one-trial conditioning of Hermissenda. J. Neurophysiol. 78: 3460–3464, 1997. The visual system of Hermissenda has been studied extensively as a site of cellular plasticity produced by classical conditioning. A one-trial conditioning procedure consisting of light paired with the application of serotonin (5-HT) to the exposed, but otherwise intact, nervous system produces suppression of phototactic behavior tested 24 h after conditioning. Short- and long-term enhancement (STE and LTE) of excitability in identified type B photoreceptors is a cellular correlate of one-trial conditioning. LTE can be expressed in the absence of STE suggesting that STE and LTE may be parallel processes. To examine the development of enhancement, we studied its time-dependent alterations after one-trial conditioning. Intracellular recordings from identified type B photoreceptors of independent groups collected at different times after conditioning revealed that enhanced excitability follows a biphasic pattern in its development. The analysis of spikes elicited by 2 and 30 s extrinsic current pulses at different levels of depolarization showed that enhancement reached a peak 3 h after conditioning. From its peak, excitability decreased toward baseline control levels 5–6 h after conditioning followed by an increase to a stable plateau at 16 to 24 h postconditioning. Excitability changes measured in cells from unpaired control groups showed maximal changes 1 h posttreatment that rapidly decremented within 2 h. The conditioned stimulus (CS) elicited significantly more spikes 24 h postconditioning for the conditioned group as compared with the unpaired control group. The analysis of the time-dependent development of enhancement may reveal the processes underlying different stages of memory for this associative experience.

Reduced volume and increased training intensity elevate muscle Na+-K+pump α2-subunit expression as well as short- and long-term work capacity in humans

2009 ◽  
Vol 107 (6) ◽  
pp. 1771-1780 ◽  
Author(s):  
Jens Bangsbo ◽  
Thomas P. Gunnarsson ◽  
Jesper Wendell ◽  
Lars Nybo ◽  
Martin Thomassen
Keyword(s):  
Endurance Training ◽  
Muscle Protein ◽  
Work Capacity ◽  
Control Group ◽  
Muscle Adaptations ◽  
Subunit Expression ◽  
Short And Long Term ◽  
And Performance ◽  
Trained Runners

The present study examined muscle adaptations and alterations in work capacity in endurance-trained runners as a result of a reduced amount of training combined with speed endurance training. For a 6- to 9-wk period, 17 runners were assigned to either a speed endurance group with a 25% reduction in the amount of training but including speed endurance training consisting of six to twelve 30-s sprint runs 3–4 times/wk (SET group n = 12) or a control group ( n = 5), which continued the endurance training (∼55 km/wk). For the SET group, the expression of the muscle Na+-K+pump α2-subunit was 68% higher ( P < 0.05) and the plasma K+level was reduced ( P < 0.05) during repeated intense running after 9 wk. Performance in a 30-s sprint test and the first of the supramaximal exhaustive runs was improved ( P < 0.05) by 7% and 36%, respectively, after the speed endurance training period. In the SET group, maximal O2uptake was unaltered, but the 3-km (3,000-m) time was reduced ( P < 0.05) from 10.4 ± 0.1 to 10.1 ± 0.1 min and the 10-km (10,000-m) time was improved from 37.3 ± 0.4 to 36.3 ± 0.4 min (means ± SE). Muscle protein expression and performance remained unaltered in the control group. The present data suggest that both short- and long-term exercise performances can be improved with a reduction in training volume if speed endurance training is performed and that the Na+-K+pump plays a role in the control of K+homeostasis and in the development of fatigue during repeated high-intensity exercise.

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 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.

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