The Effect of Post-text Written Corrective Feedback on Written Grammatical Accuracy: Iranian intermediate EFL learners
نویسندگان
چکیده مقاله:
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 Proficiency Test was administered to 45 intermediate students studying in two different classes at Cambridge Language Institute in Sari. 35 students were selected. Then, they were randomly assigned to experimental and another groups. The research was carried out in 12 sessions. The experimental group received post-text feedback on their writing tasks while the control group received the conventional type. After collecting data, the researchers used paired and independent sample t-tests to analyze the data. The results indicated that those students who received post-text feedback outperformed the ones in the control group. It means that indirect corrective feedback is more beneficial to students than the direct one. Therefore, post-text feedback can be adopted by EFL instructors to promote students’ written grammatical ability.
منابع مشابه
the effect of post-text written corrective feedback on written grammatical accuracy: iranian intermediate efl learners
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Abstract This study examined the effect of two types of feedback, post-text as a written feedback and recast as an oral one on written grammatical accuracy of Iranian intermediate EFL learners. To this end, 45 intermediate students who were studying at Ideal Language Institute in Sari were selected based on their performance on the Nelson proficiency test, and then divided into three groups (tw...
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the effect of post-text feedback vs. recast on written grammatical accuracy of iranian intermediate efl learners
abstractthis study examined the effect of two types of feedback, post-text as a written feedback and recast as an oral one on written grammatical accuracy of iranian intermediate efl learners. to this end, 45 intermediate students who were studying at ideal language institute in sari were selected based on their performance on the nelson proficiency test, and then divided into three groups (two...
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عنوان ژورنال
دوره 2 شماره 7
صفحات 54- 64
تاریخ انتشار 2014-12-01
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