چکیده:
This study compared the effects of teacher-provided written corrective feedback and manipulation of resource-directing dimensions of task cognitive-complexity along +/- Here and Now condition on the grammatical accuracy of Iranian EFL learners’ writing products. There were 45 participants in the study who were randomly assigned to three experimental groups. All the participants were first given a prompt for the pre-test of writing, and then each group received its own intervention (direct written corrective feedback, indirect written corrective feedback, and task manipulation) for four sessions during four weeks. Subsequently, all the groups took the pre-test prompt of writing for their post-test performance after which the data were collected for the statistical analyses and fed into SPSS. The findings of the study confirmed the significant effects of direct written corrective feedback on increasing the grammatical accuracy of learners’ writings. There were implications, then, based on the results, highlighting the role of meaningful context of task application in the classroom.
خلاصه ماشینی:
Keywords: Written corrective feedback, Task manipulation, Grammatical accuracy, Direct feedback, Indirect feedback The writing skill is, now, valued as a crucial aspect of measuring language proficiency; therefore, the importance of developing second Received: 10/05/2019 Accepted: 01/10/2019 Assistant Professor, Shahid Chamran University of Ahvaz, Iran Email: royavahdat@hotmail.
Teachers and students, as well as writing instruction researchers, seek efficient and practicable ways of improving this complex and multidimensional skill (Gunawardena, 2014; Hyland, 2013) and for a long time the issue of correcting learners’ written products coupled with written corrective feedback (WCF) which is defined as explicit or implicit written responses to the ungrammatical or inappropriate written output of the students has been under debate and intensive investigation (Truscott, 1996; Long, 1996; Gass, 1997).
This is in line with the findings of Abdollahzadeh and Fard Kashani (2011) who conducted COMPARISON OF THE EFFECTS OF WRITTEN CORRECTIVE FEEDBACK 173 research in Iran and examined the effects of task-complexity manipulation along resource-directing dimensions (+/- Here and Now) on the quality of writing.
Results The current study was an attempt to compare the effects of written corrective feedback (direct and indirect) with the effects of manipulation of task cognitive-complexity (along resource-directing dimension) on the grammatical accuracy of learners’ writings.
The second question of the study investigated the effects of manipulation of task cognitive-complexity on the grammatical accuracy of the learners’ writings in the TM group.