خلاصة:
This study investigated the effect of gender and type of written corrective
feedback (WCF) on Iranian pre-intermediate EFL learners’ writing. Four in-
tact classes were assigned to experimental and two intact classes to control
groups. The learners were homogenized using a pre-test which was followed
by sixteen sessions lasting one hour and forty five minutes. After receiving
instruction on how to write a standard short essay, while the participants in
the experimental group one (n = 36) received Direct Corrective Feedback and
the participants in the experimental group two (n = 33) received Indirect Cor-
rective Feedback, the learners in the control group (n = 38) received no feed-
back on their writing except for an overall grade. The statistical analysis tools
of t-test and two-way ANOVA on the post-test and a final exam, were used
to check whether there were any significant differences in the participants’
writing ability. Statistically significant differences were found between con trol and experimental groups on the dependent variable of writing ability. The
students who received direct WCF performed significantly better than those
who received indirect WCF and those in control groups, gender had also a
significant impact on the learners’ writing ability with females performing
better than males.
ملخص الجهاز:
of English, Urmia University, Urmia, Iran Abstract This study investigated the effect of gender and type of written corrective feedback (WCF) on Iranian pre-intermediate EFL learners' writing.
The students who received direct WCF performed significantly better than those who received indirect WCF and those in control groups, gender had also a significant impact on the learners' writing ability with females performing better than males.
Research evidence on error correction in L2 writing classes shows that students who receive error feedback from teachers improve in accuracy over time (Ferris & Roberts, 2001).
Does direct/indirect corrective feedback have any significant impact on Iranian pre-intermediate EFL learners' writing?
In direct feedback experimental groups, the teacher underlined the students' grammatical errors and provided the correct forms which were reported back to the students the next session.
4. Data Analysis The present study used the type of corrective feedback as the independent variable with two levels of direct and indirect; it treated learners' gender and writing ability as the moderate and dependent variables, respectively.
6 Descriptive Statistics for the Indirect Experimental and Control Groups (View the image of this page) Independent Samples T-test Results for the Indirect Experimental and Control Groups The results of two-way ANOVA for the differences in the types of corrective feedback among male and female learners' writings in the post-test are presented in Table 3.
The effect of different types of corrective feedback on ESL student writing.
The effect of different types of corrective feedback on ESL student writing.