Effects of Written Corrective Feedback With/Without Revision on Perception of Past/Present Perfect Tenses
محورهای موضوعی : Research PaperShahyad Mohammadnia-Afruzi 1 , Mehdi Vaez-Dalili 2 , Bahram Hadian 3
1 - Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2 - Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
3 - Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
کلید واژه: Written corrective feedback, Direct corrective feedback, Indirect corrective feedback, Revision, metalinguistic corrective feedback,
چکیده مقاله :
This study was an attempt to examine the effects of direct (DCF), indirect (ICF) and metalinguistic (MCF) written corrective feedback and the types of responses (i.e. + /– revision) on the perception of present/past perfect tenses by Iranian intermediate EFL learners. A pretest-posttest design was utilized to conduct the study with 210 intermediate EFL learners who were randomly selected based on their scores on Oxford Quick Placement Test (OQPT). They were assigned to 7 groups, each including 30 participants: DCF+ Revision, DCF – Revision, ICF + Revision, and ICF – Revision, MCF + Revision, and MCF – Revision, and a control group. All students were asked to take a multiple-choice test (i.e. perception test) as a pretest and a posttest. After administering the pretest and imparting the relevant treatment, the posttest was administered. Results indicated that all experimental groups improved their knowledge of past/present perfect tenses from the pretest to the posttest, the ‘DCF + Revision’ group outperformed all other groups, all of the groups doing revision (i.e. DCF / ICF / MCF + Revision) outperformed their counterparts without revision (i.e. DCF / ICF/ MCF – Revision), and the only groups whose scores were not significantly different were the ‘ICF + Revision’, ‘DCF – Revision’, and ‘MCF – Revision’ groups. The findings provide insights into new ways of helping students to improve their L2 writing skills in general and specifically teaching grammatical structures through effective combinations of written corrective feedback and follow-up revision.
Alkhatib, N. (2015). Written corrective feedback at a Saudi University: English language teachers’ beliefs, students’ preferences, and teachers’ practices. PhD thesis, University of Essex.
Benson, S. & Dekeyser, R. (2018). Effects of written corrective feedback and language aptitude on verb tense accuracy. Language Teaching Research, 23(6), 1–25.
Bitchener, J. (2008). Evidence in supporting written corrective feedback. Journal of Second Language Writing, 17, 102–118.
Bonilla López, M., Van Steendam, E., Speelman, D., & Buyse, K. (2018). The differential effects of comprehensive feedback forms in the second language writing class. Language Learning, 68(3), 813–850.
Burke, D., & Pieterick, J. (2010). Giving students effective written feedback. London, UK: Mc Graw Hill Open University press.
Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12, 267–296.
Ellis, R. (2009). A typology of written corrective feedback types. ELT Journal, 63(2), 97-107.
Evans, N. W., Hartshorn, K. J., McCollum, R. M., & Wolfersberger, M. (2010). Contextualizing corrective feedback in second language writing pedagogy. Language Teaching Research, 14(4), 445–463.
Ferris, D. (2002). Treatment of error in second language student writing. Ann Arbor: University of Michigan press.
Ferris, D. (2003). Response to student writing: Implications for second language students. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Ferris, D. R. (2014). Responding to student writing: Teachers’ philosophies and practices. Assessing Writing, 19, 6–23.
Ghabanchi, Z. (2011). The effect of grammatical error correction on the development of learning English writing as a Foreign Language. World Journal of English Language, 1(2), 37–42.
Hyland, K., & Hyland, F. (2006). Feedback in second language writing: Context and issues. New York: Cambridge University press.
Kepner, C. G. (1991). An experiment in the relationship of types of written feedback to the development of second language writing skill. Modern Language Journal, 75(3), 305–313.
Koen, M., Bitzer, E., & Beets, p. (2012). Feedback or feedforward? A case study in one higher education classroom. Journal of Social Science, 32(2), 231-242.
Liu, Y. (2008). The effects of error feedback in second language writing. Arizona Working Papers in SLA & Teaching, 15, 65–79.
Mahmud, N. (2016). Investigating the practice of providing written corrective feedback types by ESL teachers at the upper secondary level in high performance schools. Malasian Online Journal of Educational Sciences, 4(4), 48–60.
Narciss, S. (2008). Feedback strategies for interactive learning tasks. In J. M. Spector, M. D. Merrill, J. J. G. van Merrienboer & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rded., pp. 125–143). Mahwah, NJ: Erblaum.
Sachs, R. & Polio. C. (2007). Learners’ uses of two types of written feedback on L2 writing revision task. Studies in Second Language Acquisition, 29(1), 67–100.
Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on ESL learners’ acquisition of ‘articles’. TESOL Quarterly, 41, 255–283.
Sheen, Y. (2010). Differential effects of oral and written corrective feedback in ESL classroom. Studies in Second Language Acquisition, 32(2), 203–234.
Sheen, Y. (2011). Corrective feedback, individual differences and second language learning. Dordrecht, The Netherlands: Springer.
Telçeker, H. & Akçan, S. (2010). The effect of oral and written teacher feedback on students’ revisions in a process-oriented EFL writing class. Journal of TESL Reporter, 43(1), 31–49.
Tootkaboni, A. A., & Khatib, M. (2014). The efficacy of various kinds of error feedback on improving accuracy of EFL Learners. Bellaterra Journal of Teaching and Learning Language & Literature, 7(3), 30–34.
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46(2), 327–369.
Truscott, J. (2007). The effect of error correction on learners’ ability to write accurately. Journal of Second Language Writing, 16, 255–272.
Truscott, J. (2009). Arguments and appearances: A response to Chandler. Journal of Second Language Writing, 19(1), 59–60.
Truscott. J. & Hsu, A. Y-P. (2008). Error correction, revision, and learning. Journal of Second Language Writing, 17, 292–305.
