The Effects of Direct Written Corrective Feedback on Improvement of Grammatical Accuracy of High-Proficient L2 Learners

Autor/inn/en	Farrokhi, Farahman; Sattarpour, Simin
Titel	The Effects of Direct Written Corrective Feedback on Improvement of Grammatical Accuracy of High-Proficient L2 Learners
Quelle	In: World Journal of Education, 2 (2012) 2, S.49-57 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	Grammar; English (Second Language); Second Language Instruction; Accuracy; Feedback (Response); Error Correction; Control Groups; Experimental Groups; Statistical Analysis; Pretests Posttests; Language Proficiency; College Students; Foreign Countries; Language Tests; Quasiexperimental Design; Iran + Suchen Sie Ihr Suchwort? Grammatik; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Korrektur; Statistische Analyse; Language skill; Language skills; Sprachkompetenz; Collegestudent; Ausland; Language test; Sprachtest
Abstract	The present article reports the findings of a study that explored(1) whether direct written corrective feedback (CF) can help high-proficient L2 learners, who has already achieved a rather high level of accuracy in English, improve in the accurate use of two functions of English articles (the use of "a" for first mention and "the" for subsequent or anaphoric mentions); and (2) whether there are any differential effects in providing the two different types of direct written CF (focused and unfocused) on the accurate use of these grammatical forms by these EFL learners. In this study, sixty high-proficient L2 learners formed a control group and two experimental groups. One experimental group received focused written CF and the other experimental group received unfocused written CF, while the control group received no feedback. The statistical analyses indicated that both experimental groups did better than control group in the post-test, and moreover, focused group significantly outperformed unfocused one in terms of accurate use of definite and indefinite English articles. Overall, these results suggest that focused written CF is more effective than unfocused one, at least where English articles are concerned, in improving grammatical accuracy of high-proficient L2 writers and thus strengthens the case for teachers providing focused written CF. (As Provided).
Anmerkungen	Sciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto, ON., M3J 3H7, Canada. Tel: 416-479-0028; Fax: 416-642-8548; e-mail: jct@sciedupress.com; Web site: http://www.sciedupress.com/journal/index.php/wje/index/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04