The Impact of Dynamic Written Corrective Feedback on the Accuracy of English Passive Voice Usage in Foreign Language Narrative Writing

محورهای موضوعی : 0

Victoria Sayad Deghatkar ¹ , Mohammad Reza Khodareza ² , Valeh Valipour ³

1 - Department of English Language,Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
2 - Department of English Language,Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
3 - Department of English Language,Tonekabon Branch, Islamic Azad University, Tonekabon, Iran

تاریخ دریافت : 1400/10/14 تاریخ پذیرش : 1401/01/08 تاریخ انتشار : 1401/01/12

کلید واژه: Accuracy, Complexity, Fluency, dynamic written corrective feedback,

چکیده مقاله :

The present study aimed to assess the effectiveness of dynamic written corrective feedback (WCF) in helping students to write better narrative essays. In fact, this study investigated the effect of dynamic WCF on writing abilities such as accuracy, fluency and complexity. Fifty four students from intermediate level from two classes in Iranian Academic center of Education, Culture, and Research (ACECR)-Guilan Branch were selected for the study. The subjects were being prepared for the IELTS exam. They were assigned to two treatment groups, first an experimental group that received dynamic WCF, and second a control group that did not receive dynamic WCF approach but they were taught based on traditional approach. Each group was given eight forty-minute sessions of treatment time. The subjects were tested before treatment, and also after the treatment. In order to answer the research questions, independent t-tests were run and it indicated that dynamic WCF affected students` performance on writing accuracy and grammar instruction, fluency and complexity more.

منابع و مأخذ:

References

1. Algaravi, B. S. (2010). The effects of repair techniques on L2 learning as a product and as a process: A CA-for-SLA investigation of classroom interaction, Thesis submitted for the degree of Doctor of Philosophy Integrated PhD in Educational and Applied Linguistics, Newcastle University School of Education, Communication and Language Sciences.


2. Alsamadani, H. A. (2010). The Relationship between Saudi EFL Students’ Writing Competence, L1 Writing Proficiency, and Self-regulation. European Journal of Social Sciences, 16(1), 53-63.


3. Archibald, A. (2001). Targeting writing second language proficiencies: Instruction and areas of change in students’ writing over time. International Journal of English studies, 1(2), 74-153.


4. Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of Second Language Writing, 17, 101-118.


5. 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.

6. Ellis, R. (2008). A typology of written corrective feedback types. ELT Journal, 63(2), 97-107.


7. Ellis, R. (2009a). Corrective feedback and teacher development. Second Language Journal, 1(1), 3-18.


8. Ferris, D. R. (1999).The case for grammar correction in L2 writing classes: A response to

Truscott (1996). Journal of Second Language Writing, 8(1), 1-10.

9. Fowler, W.S., and Coe, N. (1976). Nelson English language tests. Thomas Nelson Ltd.


10. Guénette, D. (2007). Is feedback pedagogically correct? Research design issues in studies of feedback on writing. Journal of Second Language Writing, 16, 40-53.


11. Huang, S. J. (2006). A case study of EFL students’ writing errors on a web-based writing program. Paper presented at International Conference & Workshop on TEFL and Applied Linguistics, Ming Chuan University, China.


12. Nonkukhetkhong, K. (2013). Grammatical error analysis of the first year English major students, Udon Thani Rajabhat University. Paper presented at the Asian Conference on Language 2013, Osaka, Japan.


13. Rattanadilok Na Phuket, P., & Othman, N. B. (2015). Understanding EFL students’ errors in writing. Journal of Education and Practice, 6(32), 99-106.


14. Sermsook, K., Liamnimitr, J., & Pochakorn, R. (2017). An analysis of errors in written English sentences: A case study of Thai EFL students. English Language Teaching, 10(3), 101-110.https://doi.org/10.5539/elt.v10n3p101


15. Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on ESL learners’ acquisition of articles. TESOL Quarterly, 41, 255–283.


16. Storch, N. (2010). Critical feedback on written corrective feedback research. International Journal of English studies, 10.2, 29-46.


17. Truscott, J., (2007). The effect of error correction on learners’ ability to write accurately. Journal of Second Language Writing 16, 255–272.


18. Wolfe-Quintero, K. Inagaki, S. & Kim, H. (1998). Second Language Development in Writing: Measures of fluency, accuracy, and complexity. Hawaii: University of Hawaii at Manoa.


19. Zafar, A. (2016). Error analysis: A tool to improve English skills of undergraduate students. Procedia-Social and Behavioral Science, 217, 697-705. https://doi.org/10.1016/j.sbspro.2016.02.122


20. Zheng, C., & Park, T. (2013). An analysis of errors in English writing made by Chinese and Korean university students. Theory and Practice in Language Studies, 3(8), 1342-1351.https://doi.org/10.4304/tpls.3.8.1342-135