Abstract:
This research is a quasi-experimental study investigating the effect of differenttypes of teacher Written Corrective Feedback (WCF) on Iranian EFL learners‟ writing accuracy in using two functions of English articles (the first mention and anaphoric reference) and simple past tense (regular and irregular). Ninety-four Iranian learners of English were assigned into three experimental groups of direct feedback group (n=24), indirect feedback group (n=24), direct plus indirect feedback group (n=24), and one pilot group (n=22). The participating groups‟ homogeneity was checked by their performance in the proficiency test and the pre- test. During six treatment sessions, each of the three groups received feedback type. The papers with attached comments were returned to the participants. On two occasions (pre-test and post-test), the participants completed a picture description task. The results of one-way ANOVA revealed a statistically significant difference in the performance of the three groups. Furthermore, Scheffe post-hoc analysis indicated that the direct group outperformed direct plus indirect group, and direct plus indirect group outperformed the indirect group.
Machine summary:
"The Effect of Different Types of Teacher Written Corrective Feedback on Iranian EFL Learners’ Writing Accuracy Mehran Davaribina*1, Seyyed Hossein Karimi2 1 , 2 Department of Language Teaching, Ardabil Branch, Islamic Azad University, Ardabil, Iran *Corresponding author: davaribina@hotmail.
4. 19 Abstract This research is a quasi-experimental study investigating the effect of differenttypes of teacher Written Corrective Feedback (WCF) on Iranian EFL learners‟ writing accuracy in using two functions of English articles (the first mention and anaphoric reference) and simple past tense (regular and irregular).
Research on second language acquisition shows that indirect feedback is viewed as more preferable to direct feedback (Chandler, 2003; Ferris & Roberts, 2001) because it engages students in the correction activity and helps them reflect upon it (Ferris & Roberts, 2001), which may help students foster their long-term acquisition of the target language (O‟Sullivan & Chambers, 2006) and make them engaged in guided learning and problem-solving (Lalande, 1982) in correcting their errors.
The present research is intending to add some more contribution to the studies elaborated above by regarding the combination of indirect and direct written corrective feedback, beside investigating the effects of direct and indirect written corrective feedback on Iranian EFL learners‟ writing accuracy, which covers two areas of errors most frequently made by ESL/EFL learners, namely English articles and the simple past tense.
The finding that the participants in the treatment groups in this study improved in grammatical accuracy, may encourage teachers and researchers in the ESL/EFL field to provide corrective feedback with confidence that students can benefit from feedback."
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