The Efficacy of Various Kinds of Error Feedback for Improvement in the Writing Accuracy of Iranian EFL Learners

The present study was an attempt to delve further into the effects of different corrective feedback strategies on enhancing learners’ writing accuracy both short and long term. To fulfill the purpose of the study, three classes comprising 67 female students in the context of a public high school in...

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Autores principales:	Arezoo Ashoori Tootkaboni, Mohammad Khatib
Formato:	article
Lenguaje:	CA EN ES FR
Publicado:	Universitat Autònoma de Barcelona 2014
Materias:	Corrective feedback error analysis foreign language teaching accuracy Special aspects of education LC8-6691 Language and Literature P
Acceso en línea:	https://doaj.org/article/b7c2921b0e1f4a9abe7c2a142dbe010d
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spelling	oai:doaj.org-article:b7c2921b0e1f4a9abe7c2a142dbe010d2021-11-25T13:22:19ZThe Efficacy of Various Kinds of Error Feedback for Improvement in the Writing Accuracy of Iranian EFL Learners10.5565/rev/jtl3.5292013-6196https://doaj.org/article/b7c2921b0e1f4a9abe7c2a142dbe010d2014-07-01T00:00:00Zhttps://revistes.uab.cat/jtl3/article/view/529https://doaj.org/toc/2013-6196 The present study was an attempt to delve further into the effects of different corrective feedback strategies on enhancing learners’ writing accuracy both short and long term. To fulfill the purpose of the study, three classes comprising 67 female students in the context of a public high school in Astara, Iran, were randomly assigned to one of the three conditions; direct feedback with teacher-student 5 minute individual conference; indirect coded feedback and no-feedback. A pre-test ensured that learners are homogeneous regarding their previous grammatical knowledge. The study lasted for 5 weeks. There were immediate and delayed posttests to measure the writing accuracy of learners both short and long term. The results of the short-term test showed the significant superiority of direct feedback in the teacher-student individual conference group over the other groups. In contrast, the learners in the indirect coded feedback group were slightly better than the group that received instruction through direct and teacher-student conference feedback. This suggests that it is beneficial to make use of direct corrective feedback strategies when the short period mastery of the linguistic structures is needed and indirect corrective strategies are proposed when long-term mastery of the grammatical knowledge is the purpose of the educational intervention. Arezoo Ashoori TootkaboniMohammad KhatibUniversitat Autònoma de BarcelonaarticleCorrective feedbackerror analysisforeign language teachingaccuracySpecial aspects of educationLC8-6691Language and LiteraturePCAENESFRBellaterra Journal of Teaching & Learning Language & Literature, Vol 7, Iss 3 (2014)
institution	DOAJ
collection	DOAJ
language	CA EN ES FR
topic	Corrective feedback error analysis foreign language teaching accuracy Special aspects of education LC8-6691 Language and Literature P
spellingShingle	Corrective feedback error analysis foreign language teaching accuracy Special aspects of education LC8-6691 Language and Literature P Arezoo Ashoori Tootkaboni Mohammad Khatib The Efficacy of Various Kinds of Error Feedback for Improvement in the Writing Accuracy of Iranian EFL Learners
description	The present study was an attempt to delve further into the effects of different corrective feedback strategies on enhancing learners’ writing accuracy both short and long term. To fulfill the purpose of the study, three classes comprising 67 female students in the context of a public high school in Astara, Iran, were randomly assigned to one of the three conditions; direct feedback with teacher-student 5 minute individual conference; indirect coded feedback and no-feedback. A pre-test ensured that learners are homogeneous regarding their previous grammatical knowledge. The study lasted for 5 weeks. There were immediate and delayed posttests to measure the writing accuracy of learners both short and long term. The results of the short-term test showed the significant superiority of direct feedback in the teacher-student individual conference group over the other groups. In contrast, the learners in the indirect coded feedback group were slightly better than the group that received instruction through direct and teacher-student conference feedback. This suggests that it is beneficial to make use of direct corrective feedback strategies when the short period mastery of the linguistic structures is needed and indirect corrective strategies are proposed when long-term mastery of the grammatical knowledge is the purpose of the educational intervention.
format	article
author	Arezoo Ashoori Tootkaboni Mohammad Khatib
author_facet	Arezoo Ashoori Tootkaboni Mohammad Khatib
author_sort	Arezoo Ashoori Tootkaboni
title	The Efficacy of Various Kinds of Error Feedback for Improvement in the Writing Accuracy of Iranian EFL Learners
title_short	The Efficacy of Various Kinds of Error Feedback for Improvement in the Writing Accuracy of Iranian EFL Learners
title_full	The Efficacy of Various Kinds of Error Feedback for Improvement in the Writing Accuracy of Iranian EFL Learners
title_fullStr	The Efficacy of Various Kinds of Error Feedback for Improvement in the Writing Accuracy of Iranian EFL Learners
title_full_unstemmed	The Efficacy of Various Kinds of Error Feedback for Improvement in the Writing Accuracy of Iranian EFL Learners
title_sort	efficacy of various kinds of error feedback for improvement in the writing accuracy of iranian efl learners
publisher	Universitat Autònoma de Barcelona
publishDate	2014
url	https://doaj.org/article/b7c2921b0e1f4a9abe7c2a142dbe010d
work_keys_str_mv	AT arezooashooritootkaboni theefficacyofvariouskindsoferrorfeedbackforimprovementinthewritingaccuracyofiranianefllearners AT mohammadkhatib theefficacyofvariouskindsoferrorfeedbackforimprovementinthewritingaccuracyofiranianefllearners AT arezooashooritootkaboni efficacyofvariouskindsoferrorfeedbackforimprovementinthewritingaccuracyofiranianefllearners AT mohammadkhatib efficacyofvariouskindsoferrorfeedbackforimprovementinthewritingaccuracyofiranianefllearners
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The Efficacy of Various Kinds of Error Feedback for Improvement in the Writing Accuracy of Iranian EFL Learners

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