The role of teacher’s corrective feedback in improving Iranian EFL learners’ writing accuracy over time: is learner’s mother tongue relevant?

The role of teacher’s corrective feedback in improving Iranian EFL learners’ writing accuracy... The purpose of the present study was to investigate the impact of feedback on writing accuracy over time and examine the relevance of the students’ mother tongue to the feedback effect. To this end, the study compared two groups of Iranian English majors (N = 56) over a period of four months: one with indirect grammar feedback and the other with no grammar feedback whatsoever. The results of the study did not show a significant effect for the teachers’ feedback. However, the results showed a main effect for practice and the interaction of practice and feedback as a result of which both groups improved their writing accuracy over the course of one semester, with the feedback group making more improvement. The results also showed significant differences between the two groups in reducing their errors in various grammatical categories. The study further revealed that the success ratio of error reduction in each category was highly sensitive to cross-linguistic differences. The students’ views, elicited after the study, support the findings obtained from the analysis of the quantitative data. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

The role of teacher’s corrective feedback in improving Iranian EFL learners’ writing accuracy over time: is learner’s mother tongue relevant?

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Publisher
Springer Netherlands
Copyright
Copyright © 2008 by Springer Science+Business Media B.V.
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-008-9139-5
Publisher site
See Article on Publisher Site

Abstract

The purpose of the present study was to investigate the impact of feedback on writing accuracy over time and examine the relevance of the students’ mother tongue to the feedback effect. To this end, the study compared two groups of Iranian English majors (N = 56) over a period of four months: one with indirect grammar feedback and the other with no grammar feedback whatsoever. The results of the study did not show a significant effect for the teachers’ feedback. However, the results showed a main effect for practice and the interaction of practice and feedback as a result of which both groups improved their writing accuracy over the course of one semester, with the feedback group making more improvement. The results also showed significant differences between the two groups in reducing their errors in various grammatical categories. The study further revealed that the success ratio of error reduction in each category was highly sensitive to cross-linguistic differences. The students’ views, elicited after the study, support the findings obtained from the analysis of the quantitative data.

Journal

Reading and WritingSpringer Journals

Published: Aug 23, 2008

References

  • Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method?
    Ashwell, T

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