The Effect of Comprehensive Written Corrective Feedback on EFL Learners' Written Syntactic Accuracy

Autor/in	Valizadeh, Mohammadreza
Titel	The Effect of Comprehensive Written Corrective Feedback on EFL Learners' Written Syntactic Accuracy
Quelle	In: Advances in Language and Literary Studies, 11 (2020) 1, S.17-26 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Error Correction; Feedback (Response); Comparative Analysis; Second Language Learning; Second Language Instruction; Foreign Countries; Pretests Posttests; Metalinguistics; Syntax; Accuracy; Language Tests; Language Proficiency; Teaching Methods; Essays; Writing Tests; Persuasive Discourse; Writing Instruction; College Students; Turkey + Suchen Sie Ihr Suchwort? Korrektur; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Metalanguage; Metasprache; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Essay; Aufsatzunterricht; Writing test; Schreibtest; Persuasion; Persuasive Kommunikation; Schreibunterricht; Collegestudent; Türkei
Abstract	This quasi-experimental study, using a pretest-treatment-posttest-delayed posttest design, investigated the effects of two comprehensive corrective feedback strategies: direct corrective feedback (DCF), and metalinguistic explanation (ME) on L2 learners' written syntactic accuracy. The participants were 90 Turkish EFL learners. After ensuring their homogeneity in terms of L2 proficiency using Oxford Quick Placement Test, they were assigned to three groups: DCF, ME, and No Feedback (NF). The treatment/control period lasted for five weeks, during which the experimental groups wrote an argumentative essay in class, received the unfocused feedback, and revised their corrected text. The participants in the NF group were provided with feedback only on content, orthography, and organization, but not on grammatical errors. Results of the posttests and delayed-posttests (after a two-week interval) revealed that both experimental groups significantly outperformed the NF group; however, no statistically significant difference was found between the DCF and ME groups. Pedagogical implications are discussed in the paper. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01