scholarly journals Iranian EFL Learners’ Reaction to Teacher’s Written Corrective Feedback

2017 ◽  
Vol 6 (3) ◽  
pp. 254
Author(s):  
Abdolvahed Zarifi
Keyword(s):  
High School Students ◽  
Cognitive Process ◽  
Corrective Feedback ◽  
Thought Processes ◽  
School Students ◽  
Writing Classes ◽  
Efl Learners ◽  
Written Corrective Feedback ◽  
Different Types ◽  
The Impact

Providing different types of corrective feedback on learners’ writing is a common practice in writing classes. Applied linguists have also invested huge attempt in investigating the impact that coorective feedback might have on developing different language skills among EFL/ESL writers. Despite the breadth of empirical research on the issue, literature has witnessed very few studies addressing the writer thought processes in dealing with the corrective feedback they recieve from their instructors. Therefore, the present qualitative study, which explores the way Iranian EFL learners respond to teacher corrective feedback, is an answer to this research need. The study included a sample of ten female high school students who were purposively selected and investigated for the cognitive process they assumed in responding to teacher written corrective feedback and their preferences for CF in writing tasks. Findings of the study have revealed that EFL learners go through a long and sophisticated thought process, reviewing, evaluating and finally accepting or ‘submiting to’ teacher corrective feedback.  

scholarly journals Effect of teacher and peer written corrective feedback on writing components in EFL classrooms

2020 ◽  
Vol 5 (2) ◽  
pp. 185-191
Author(s):  
Sonny Elfiyanto ◽  
Seiji Fukazawa
Keyword(s):  
High School ◽  
High School Students ◽  
Corrective Feedback ◽  
Senior High School ◽  
School Students ◽  
Writing Performance ◽  
Written Corrective Feedback ◽  
Content Organization ◽  
The Impact ◽  
Senior High School Students

This study aimed to investigate the impact of teacher and peer written corrective feedback (WCF) on Indonesian senior high school students’ writing performance. A total of 71 Indonesian senior high school students from Grade X participated in this study; 36 were provided teacher WCF and 35 peers WCF. To collect and data, the participants were asked to write a legend essay. Using qualitative data analysis, we aimed to reveal the effectiveness of teacher and peer WCF in improving students’ writing performance. Adapted scoring rubric was employed to measure students’ overall writing performance, and competencies in relation to writing components such as content, organization, grammar, vocabulary, and mechanics. The results revealed that peer WCF can better enhance students’ writing abilities compared to teacher WCF. Furthermore, students who received teacher WCF showed substantial improvement in performance relating to all writing components except mechanics. In contrast, peer WCF enhanced students’ organization and vocabulary related performance. HIGHLIGHTS: Peer WCF is more effective than teacher WCF in enhancing Indonesian senior high school students’ writing performance, especially in writing legend texts. Teacher WCF helped significantly improve four components of writing competence: content, organization, vocabulary, and language, while peer WCF positively impacted organization and vocabulary components. Combining both teacher and peer WCF could be more beneficial in improving students’ writing achievement than either type of WCF alone. 

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.

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.

scholarly journals The Effect of Social Constructivist SCAMPER Model on Creative Writing Skill

2021 ◽  
Vol 13 (1) ◽  
pp. 10
Author(s):  
Samaher AwaduAllah Alhamadi ◽  
Aidah Aljuran
Keyword(s):  
High School Students ◽  
Creative Writing ◽  
Social Constructivist ◽  
Control Group ◽  
School Students ◽  
Writing Classes ◽  
Saudi Students ◽  
The Social ◽  
Writing Skill ◽  
The Impact

This research was conducted with the aim of investigating the impact of social constructivist SCAMPER model on creative writing skill. Saudi students face difficulties in writing skill, especially in being required to memorize pieces of ready-written paragraphs without any understanding of what they should write and how. The participants were 30 female high school students studying in the third secondary school in Yanbu Industrial City. This study was a quantitative study. The participants were divided into an experimental and a control group. Data was collected by using a pre-post writing test and a questionnaire. The results showed that the social constructivist SCAMPER model had a positive effect on students’ creative writing skill. Also, based on the questionnaire, students showed a positive attitude toward using social constructivist SCAMPER model for developing creative writing. Based on the findings, the social constructivist SCAMPER model is highly recommended to be used in EFL writing classes in order to foster creative writing. 

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>

Student Beliefs Towards Written Corrective Feedback: The case of Filipino High School Students

2016 ◽  
Vol 6 (3) ◽  
pp. 22
Author(s):  
Balanga Roselle A. ◽  
Fidel Irish Van B. ◽  
Gumapac Mone Virma Ginry P. ◽  
Ho Howell T. ◽  
Tullo Riza Mae C. ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Corrective Feedback ◽  
Student Beliefs ◽  
School Students ◽  
Written Corrective Feedback

Development of reading comprehension from middle childhood to adolescence

2013 ◽  
Vol 16 (2) ◽  
pp. 208-240 ◽  
Author(s):  
Dafna Kaplan
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Middle Childhood ◽  
Text Comprehension ◽  
Expository Texts ◽  
Integrative Approach ◽  
School Students ◽  
Adult Participants ◽  
Different Types ◽  
The Impact

The study considers the impact of cognitive development and discourse-based factors on the ability to understand different types of written texts from middle childhood across adolescence. Reading comprehension was examined by responses to four types of questions — literal, inferential, integrative, and metatextual — based on narrative and expository texts assigned to monolingual Hebrew speakers at four age-schooling levels (4th, 7th, 11th graders, and adults). Distributional analyses revealed higher scores on comprehension of narrative compared with expository texts in the two younger groups, with comprehension continuing to improve in both genres up to 11th grade and responses of high-school students close to those of the adult participants. Qualitative evaluations of responses to the different types of questions revealed progression from a superficial grasp of basic information to in-depth interpretation of the text as a whole, with more advanced reading comprehension manifested by the ability to combine an integrative approach to text comprehension with attention to specific details and to process information from diverse points of view.

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 Direct Written Corrective Feedback on Junior High School Students’ Recount Text Composition

2020 ◽  
Vol 8 (2) ◽  
pp. 498-513
Author(s):  
Muhammad Irfan
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Corrective Feedback ◽  
English Teacher ◽  
School Students ◽  
Written Corrective Feedback ◽  
Class Viii ◽  
Different Levels

This present study is aimed to investigate the extent to which direct written corrective feedback (CF) assists students in minimizing students’ errors on recount text composition. This qualitative study was carried out in class VIII C at a junior high school in Malang. The Subjects of this study were the English teacher from class VIII C at the school and six students from three different levels of proficiency in this class. This present study found that: (1) Students made six types of errors on their recount text compositions after receiving direct written CF, 2) Direct written CF assists low proficiency students to a little extent in minimizing their errors on recount text compositions, (3) Direct written CF assists average proficiency students to a little extent in minimizing their errors on recount text compositions, (4) Direct written CF assists high proficiency students to a medium extent in minimizing their errors on recount text compositions.

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