The Impact of Explicit and Implicit Corrective Feedback on the Writing Proficiency of Iranian Pre-intermediate EFL Learners
محورهای موضوعی : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)
Hamed Badpa
1
,
Esmail Zare-Behtash
2
1 - PhD. Candidate in Applied Linguistics, English Language and Literature Department, Arak University, Arak, Iran
2 - Professor, English Department, Faculty of Management and Humanities, Chabahar Maritime University, Chabahar, Sistan and Baluchestan, Iran
کلید واژه: Corrective Feedback, Explicit Correction, Implicit Correction, Writing Proficiency, EFL Context,
چکیده مقاله :
The main purpose of the study was to explore and describe the effect of explicit and implicit corrective feedback (CF) on students' writing ability. To achieve this end, the researchers adopted a quantitative method with a sample of 40 pre-intermediate female learners. A language proficiency test was administered at the beginning of the term to ensure that they had the same language background. Then, they were randomly assigned to two experimental groups (EG1 and EG2) and (20 Ss in each group). The next test was a pre-test which took place a day before the commencement of the treatment. The EG1 was given implicit CF on their written text, whereas the EG2 received explicit CF. The classes were held twice a week which was 40 minutes per session (12 sessions). At the end of each week, the students of both groups were asked to attend an immediate post-test. Since the study was done within three weeks, three immediate post-tests were administered to both groups. The received data revealed the importance of providing implicit corrective feedback in EFL settings where teacher's instruction and feedback are the most important ways through which learners can improve their language proficiency. The participants benefited more from implicit feedback than from explicit corrective feedback. The results of the study can help teachers to utilize the best way to teach writing courses.
The main purpose of the study was to explore and describe the effect of explicit and implicit corrective feedback (CF) on students' writing ability. To achieve this end, the researchers adopted a quantitative method with a sample of 40 pre-intermediate female learners. A language proficiency test was administered at the beginning of the term to ensure that they had the same language background. Then, they were randomly assigned to two experimental groups (EG1 and EG2) and (20 Ss in each group). The next test was a pre-test which took place a day before the commencement of the treatment. The EG1 was given implicit CF on their written text, whereas the EG2 received explicit CF. The classes were held twice a week which was 40 minutes per session (12 sessions). At the end of each week, the students of both groups were asked to attend an immediate post-test. Since the study was done within three weeks, three immediate post-tests were administered to both groups. The received data revealed the importance of providing implicit corrective feedback in EFL settings where teacher's instruction and feedback are the most important ways through which learners can improve their language proficiency. The participants benefited more from implicit feedback than from explicit corrective feedback. The results of the study can help teachers to utilize the best way to teach writing courses.
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