The Impact of Corrective Feedback on Iranian Efl Learners’ Writing Complexity, Accuracy, and Fluency

Abstract

Background/Purpose: Recently, corrective feedback (CF) has gained considerable importance in language teaching research. Up until now, there has been less attention to the use of CF in an Iranian context. This current study aims at investigating the impact of corrective feedback on Iranian intermediate EFL learners’ Complexity (C), Accuracy (A), and Fluency (F) in their writing production.
 
 Methodology: After administering an Oxford Quick Placement Test (OQPT), the researcher selected 30 Iranian intermediate learners at a private English language institute in Isfahan, Iran and divided them into two groups of 15 randomly. An Oxford placement test was run to make sure that the two groups were homogenous. A series of writing tasks were developed to examine the participants’ performance in writing. The experimental group attended the class in which CF was performed where they received feedback from the teachers and also their partners in the class (by crossing out and explaining) during the writing tasks on how to use the correct forms of the words and tenses. The control group attended the class in which CF was performed briefly. At the end of the study, all subjects participated in paragraph writing. To compare the group means for the study, a test analysis was performed. The difference between the experimental and the control group was considered to be important.
 
 Findings: The results of Independent and samples t tests revealed that the participants in the experimental group outperformed the ones in the control group in writing production. The results clearly indicated that the participants who received CF did better than those who did not. Therefore, the findings generally revealed that CF had a significant effect on Iranian intermediate EFL learners’ writing complexity, accuracy, and fluency.
 
 Contributions: This study has multiple benefits for language learners and teachers. Utilizing CF in writing classes can be a practical way to improve students’ proficiency and writing skill. In addition, this study draws attention to the Complexity, Accuracy, and Fluency (CAF) of written production.
 
 Keywords: Corrective feedback, complexity, accuracy, fluency, Iranian Intermediate EFL learners.
 
 Cite as: Ghahderijani, B. H. (2021). The impact of corrective feedback on Iranian EFL learners’ writing complexity, accuracy, and fluency. Journal of Nusantara Studies, 6(2), 250-272. http://dx.doi.org/10.24200/jonus.vol6iss2pp250-272

Impact of Recasts in Improving English Essay Writing Skills of Pakistani College-level EFL Learners

“…In the post-test, the experimental group's performance differed markedly from the performance of control group. The results of the investigation are consistent with those of Ghahderijani (2021), Fatemi andHarati (2014), andNusrat et al (2019), who reported a noteworthy enhancement in treatment outcomes through corrective feedback. However, the fallouts of the investigation partially agree with the outcomes of Subon and Ali (2022) and Hassan et al (2022), which show marginal improvement in EFL learners.…”

“…Fatemi and Harati's (2014) study found significant improvements in grammatical accuracy in Iranian university EFL classrooms with corrective feedback. Similar to this, Ghahderijani (2021) found that corrective feedback improves the Complexity, Accuracy, and Fluency (CAF) of Iranian Intermediate EFL learners' writing and concluded that it is useful. According to Subon and Ali's (2022) study, 50 Malaysian ESL students' writing abilities increased considerably as a result of implicit written corrective feedback (WCF) from instructors, which the students perceived to be beneficial.…”

“…Although all CF kinds increased accuracy in syntactic agreement and present tense use, the prompts group did better than the others. Ghahderijani (2021) looked at how corrective feedback affected the Complexity, Accuracy, and Fluency (CAF) of writing produced by Iranian Intermediate L2 pupils. The study engaging thirty novices were distributed into two groups of fifteen students each using random sampling procedures.…”

“…Fatemi and Harati's (2014) study found significant improvements in grammatical accuracy in Iranian university EFL classrooms with corrective feedback. Likewise, According to Ghahderijani (2021), corrective feedback has a beneficial impact on the Complexity, Accuracy, and Fluency (CAF) of Iranian Middle English pupils' written work. Subon and Ali's (2022) study found that implicit written corrective feedback (WCF) from lecturers significantly improved the writing skills of 50 Malaysian ESL learners, with the learners finding it fruitful.…”