Impact of In-Text Codes, Post-Text Comments and Uncoded Feedback on Improving Iranian Advanced EFL Learners' Written Grammatical Accuracy
محورهای موضوعی : Applied Linguistics
Mahvan Ebrahimzade
1
,
Mohammadreza Khodareza
2
,
Davood Mashhadi Heidar
3
1 - Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
2 - Assistant Professor, Department of English Language, Tonekabon Branch, Islamic Azad University, Tonekanon, Iran
3 - Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
کلید واژه: Keywords: In-text coded feedback, In-text uncoded feedback, Post-text feedback, Writing grammatical accuracy,
چکیده مقاله :
For EFL learners to improve their grammatical accuracy in writing, they need to be provided with corrective feedback. In this regard, coded versus uncoded corrective feedback has remained a rarely explored area and, simultaneously, a controversial issue of investigation in foreign language learning (EFL). To explain such conflicting results, this study investigated the effects of three different types of written corrective feedback: post-text, in-text coded, and in-text uncoded feedback on Iranian advanced EFL learners’ grammatical accuracy in writing. To this end, 55 advanced learners at a language institute in Sari, Mazandaran, Iran, were selected and divided into three experimental groups to receive the three types of aforementioned corrective feedback as their treatment. Then, their writing pretest and posttest collected data were analyzed. The results indicated that all three types of written feedback were effective. However, post-text and in-text coded feedback improved writing accuracy more than uncoded feedback. Since providing learners with corrective feedback can help them improve their writing accuracy, it is essential to consider the most appropriate type of feedback in writing classes.
For EFL learners to improve their grammatical accuracy in writing, they need to be provided with corrective feedback. In this regard, coded versus uncoded corrective feedback has remained a rarely explored area and, simultaneously, a controversial issue of investigation in foreign language learning (EFL). To explain such conflicting results, this study investigated the effects of three different types of written corrective feedback: post-text, in-text coded, and in-text uncoded feedback on Iranian advanced EFL learners’ grammatical accuracy in writing. To this end, 55 advanced learners at a language institute in Sari, Mazandaran, Iran, were selected and divided into three experimental groups to receive the three types of aforementioned corrective feedback as their treatment. Then, their writing pretest and posttest collected data were analyzed. The results indicated that all three types of written feedback were effective. However, post-text and in-text coded feedback improved writing accuracy more than uncoded feedback. Since providing learners with corrective feedback can help them improve their writing accuracy, it is essential to consider the most appropriate type of feedback in writing classes.
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