The Impact of Indirect Focused and Unfocused Corrective Feedback on Written Accuracy
Authors
Abstract:
Usually writing teachers feel commitment to provide their learners with corrective feedback (CF) to their linguistic errors. The study investigated whether two types of written corrective feedback, indirect focused corrective feedback and indirect unfocused corrective feedback, produced differential effects on the accurate use of grammatical forms by high intermediate EFL learners. In this study, 54 female EFL learners formed two experimental groups and one control group. One experimental group received indirect focused written CF, and the other experimental group received indirect unfocused written CF for six weeks. The control group, nevertheless, received no particular feedback within this period. Results of performing ANOVA with post-hoc tests revealed the accuracy development of both experimental groups. However, unfocused group achieved the highest accuracy gain scores for simple past tense forms (copula past tense, regular past tense and irregular past tense) subject-verb agreement, articles, and prepositions. It was further found that unfocused feedback can contribute to grammatical accuracy but its long-term effectiveness is not quite as significant as its short-term effectiveness. The study also suggested that unfocused written CF reflects better teacher’s objective as it views writing correction as a whole rather than as a way of practicing grammar.
similar resources
the effect of recast and direct focused written corrective feedback on the grammatical accuracy of iranian efl learners’ writing achievement and retention
the extent to which written corrective feedback on linguistic errors can play a role in helping l2 writers improve the accuracy of their writing continues to be an issue of interest to researchers and teachers since truscott (1996) mounted a case for its abolition. while there is growing empirical evidence that written corrective feedback can successfully target some types of linguistic error (...
The Effect of Focused and Unfocused Direct Written Corrective Feedback on a New Piece of Writing
The value of written corrective feedback (CF) has been an issue of considerable debate in the literature (e.g. Truscott, 1996; Ferris, 1999), and this polemic has lead to a trend in recent studies to draw on second language acquisition (SLA) research as a way to further comprehend the intricacies of this complex issue. Indeed, Ellis, Sheen Murakami and Takashima (2008) delineate between focused...
full textthe effects of planning on accuracy and complexity of iranian efl students’ written narrative task performance
this study compared the different effects of form-focused guided planning vs. meaning-focused guided planning on iranian pre-intermediate students’ task performance. the study lasted for three weeks and concentrated on eight english structures. forty five pre-intermediate iranian students were randomly assigned to three groups of guided planning focus-on-form group (gpfg), guided planning focus...
15 صفحه اولThe Effect of Post-text Written Corrective Feedback on Written Grammatical Accuracy: Iranian intermediate EFL learners
The main role and responsibility of second language writing teachers is to help learners to write with minimal errors. To do so, teachers need to provide students with appropriate types of feedback. In this research, the researchers examined the effect of post-text written corrective feedback on written grammatical accuracy of Iranian intermediate EFL learners. In the first phase, Nelson Profic...
full textMy Resources
Journal title
volume 1 issue 4
pages 35- 44
publication date 2013-12-01
By following a journal you will be notified via email when a new issue of this journal is published.
Hosted on Doprax cloud platform doprax.com
copyright © 2015-2023