The Effects of Written Corrective Feedback Techniques on EFL Students’ Control over Grammatical Construction of Their Written English

Maleki, Ataollah; Eslami, Elham

doi:10.4304/tpls.3.7.1250-1257

Cited by 23 publications

(20 citation statements)

References 32 publications

(32 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Another example is a study conducted by Ahmadi-Azadi (2014) who found that indirect CF had a positive influence on learners' accurate use of all selected grammatical structures. In another study, indirect CF group outperformed direct CF group in delayed posttest (Maleki & Eslami, 2013). Storch and Wigglesworth (2010) also assert that indirect corrective feedback facilitates the uptake and retention of writing accuracy compared to direct corrective feedback.…”

Section: Indirect Corrective Feedbackmentioning

confidence: 95%

The Secondary School Students’ Usage of English Learning Websites to Self-Correct Writing Errors

Tariq

Yusof

2016

ASIANTEFL

View full text Add to dashboard Cite

<em>Corrective feedback (CF) is an inevitable teaching strategy carried out by educators, especially in an English Language classroom. Past studies have shown that corrective feedback is effective; however, indirect corrective feedback seems to have a variety of issues that has caused it to be unsuccessful. Some studies found that one of the setbacks of indirect corrective feedback is students are still having difficulties in dealing with and learning from the indirect corrective feedback itself. Students could not rectify their errors as they do not have sufficient linguistic knowledge to facilitate them, especially when they have to deal with complex linguistic errors all by themselves. Hence, this research was carried out to address this problem via the utilization of the English Language learning websites as the reference materials for the students to deal with complex linguistic errors. It was hoped that the students would be able to deal with indirect corrective feedback and successfully self-correct their errors. The qualitative research approach was employed in this research, where participants recorded their usage of the English Language learning websites in a logbook. Five randomly selected participants were interviewed to obtain a more comprehensive understanding of their experience, feedback and comments. The results showed that there were positive reactions and comments which indicated that the use of the English Language learning websites has been successful in assisting the participants in dealing with indirect corrective feedback and in doing self-correction. However, there were also negative reactions to be taken into account. Thus, this presentation will highlight some insights from the research.</em>

show abstract

Section: Indirect Corrective Feedbackmentioning

confidence: 95%

The Secondary School Students’ Usage of English Learning Websites to Self-Correct Writing Errors

Tariq

Yusof

2016

ASIANTEFL

View full text Add to dashboard Cite

show abstract

“…Indirect feedback occurs when the students are informed in some way that an error exists but are not provided with the correct form, thus placing the burden of spotting the erroneous forms on students. The experts in the field argue that indirect feedback is superior for most students, because it involves them in guided learning and problem solving (Maleki & Eslami, 2013).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Corrective Feedback to the Students’ Grammatical Construction on Paragraph Writing Class

Sari¹

2019

JEES

View full text Add to dashboard Cite

Writing is one of the most important skills to mastery English. But there are many students get difficulties in writing. They worried when they make errors in their writing. To overcome this problem, the researcher uses corrective feedback. Here, corrective feedback is used to revise the students' writing. The students can revise their writing in a correct and better one. Based on the reason above, the objective of the study is "to know the effectiveness of using corrective feedback in paragraph writing class". This research is experimental research and the researcher uses quantitative research. There are two groups of students participated in the study, control group and experimental group. The subject of this research is 24 students of first semester at English Education Department. The researcher tested the students' writing composition to collect the data. T-test calculated on SPSS Statistic 17.0, it is to find out the differences between students' pretest and posttest scores of experimental and control group. This result show that the experimental group which is taught by using corrective feedback get high scores than the control group which is not taught by using corrective feedback.

show abstract

“…Previous studies have shown that indirect WCF is more effective for long term improvement than direct WCF (Ferris & Helt, 2000;Ji, 2015;Lu, 2010;Maleki & Eslami, 2013;Moser, 2010). Students need to process the codes, understand their errors and find the solutions themselves (Ferris, 1995;Lalande, 1982).…”

Section: Main Effect Of Wcf Typementioning

confidence: 99%

Improving Grammatical Accuracy in Thai Learners' Writing : Comparing Direct and Indirect Written Corrective Feedback

Tan¹,

Manochphinyo²

2017

The Journal of AsiaTEFL

View full text Add to dashboard Cite

Written corrective feedback (WCF) is widely used to point students to the grammatical errors in their written work and help reduce them. This paper reports a quasi-experimental study that compared the effectiveness of direct and indirect teacher WCF in a Thai context. One hundred and twenty Thai students at two public universities in southern Thailand were assigned to write argumentative essays within a treatment period; each treatment had 60 students. The feedback was given by four ESL/EFL lecturers at the two universities. Grammatical aspects focused on were tenses, subject-verb agreement, articles, singular/plural nouns, prepositions and adjectives/adverbs. Means for the number of errors were obtained at three points, namely, pretest, immediate posttest and delayed posttest. The findings revealed that time and WCF type as main effects showed differentiated results on all six grammatical aspects. Interaction effects between time and WCF were found for tenses and subject-verb agreement. For between-subjects effects, indirect WCF was more effective than direct WCF. For within-subjects effects, generally the differences in the mean values were significant between pretest and delayed posttest, but not between pretest and immediate posttest. These findings have implications for writing instruction and research in an ESL/EFL tertiary context.

show abstract

The Effects of Written Corrective Feedback Techniques on EFL Students’ Control over Grammatical Construction of Their Written English

Cited by 23 publications

References 32 publications

The Secondary School Students’ Usage of English Learning Websites to Self-Correct Writing Errors

The Secondary School Students’ Usage of English Learning Websites to Self-Correct Writing Errors

The Effects of Corrective Feedback to the Students’ Grammatical Construction on Paragraph Writing Class

Improving Grammatical Accuracy in Thai Learners' Writing : Comparing Direct and Indirect Written Corrective Feedback

Contact Info

Product

Resources

About