Collaborative Negotiated Feedback versus Teacher-written Feedback: Impact on Iranian Intermediate EFL Learners’ Writing

Abstract

Abstract-Nowadays, having a good mastery in writing skills plays a pivotal role in achieving success. Hence, it seems that further improvement in teaching writing in general, and providing corrective feedback on students' errors in particular, might be necessary. There is no doubt that teacher written feedback plays an essential role in English writing classes. However, in spite of tremendous contribution of time and attempt from teachers and students, the feedback provision process is yet far away from ideal. Thus, a search for potential ways to improve the effectiveness of providing corrective feedback makes the motivation for this research study. The current study aimed at exploring the impact of Collaborative Negotiated Feedback on Iranian intermediate EFL learners' writing and compared it with Teacher-written feedback. The study involved two groups of Iranian Intermediate EFL learners (30 students in each), consisting male and female, aged from 19 to 25, who were chosen through convenience sampling. In both groups, the same materials regarding different kinds of essay and paragraph organization were covered and implemented. While experimental group was provided with collaborative negotiated feedback, the control group was provided with the teacher's written feedback during the sessions. After Carrying out the treatment, the mean scores of the extracted data from pre-test/post-test of both groups were compared using independent sample t-test. The present researcher came to this conclusion that participants of the experimental group, who were exposed to collaborative negotiated feedback, outperformed the other group. The triangulation of three different sources; Pre/Post-test comparison, the questionnaire and interviews provide evidences in support of the efficacy of Collaborative Negotiated Feedback.

Effects of Error Feedback with Metacognitive Reflection on International Students’ Academic Writing

“…All of these, in turn, help to improve students' writing over the time. While the role of error feedback and its effects on L2 writing has been debated for over two decades (see the main debates from [7], [11], [12], [21], and [22]), this study supports the argument that it is not whether to provide feedback but how to do it to engage students (see [13][14][15][16][17][18]). It further proves the importance for instructors to incorporate collaborative dialogue into error feedback to enhance L2 students' writing.…”

“…Specifically, the study attempts to assess the effectiveness of metacognitive reflection along with error codes as a feedback dialogue between the instructor and international students in the academic writing classroom. It supports the recent claim that the most essential issue regarding error feedback is "how" instead of "whether" by arguing that it is not whether to provide error feedback but how to communicate error feedback with students and how to engage them in the process of revision to improve their writing (see [13][14][15][16][17][18]). …”

Saudi EFL Learners’ Preferences of the Corrective Feedback on Written Assignment

“…Regarding EFL learners' perceptions of CF at the university level, several studies have been conducted and have revealed contradictory results. For example, university-level EFL learners in the studies by Marzban and Sarjami (2014), Sato (2013) and Wang (2014), which were conducted in Japan, Iran and China, respectively, agreed that peer CF is effective. However, Wang (2014) discovered that this effectiveness decreases over time according to learners' relationships, attitudes, proficiency levels and knowledge in addition to the time allocated to the CF.…”

Untitled

“…Studies on feedback function, including informative and corrective feedback, were conducted by, Fazio, (2001); Ferris and Roberts (2001); Frantzen, (1995); and Hyland and Hyland (2001) among others. Despite the fact that the previous studies have confirmed the impact of peer feedback on L2 writing revisions and development (de Guerrero & Villamil, 2000;Hosseiny, 2015;Hu, 2005;Khorasani & Sadzadeh, 2015;Marzban & Sarjami, 2014;Soleimani & Jamzivar, 2014;Tsui & Ng, 2000;Zarei & SayarMahdavi, 2014), and these studies also have shown that students' attitudes towards peer feedback play a central role in its application and effectiveness (Connor & Asenavage, 1994;Nelson & Carson, 1998;Yang et al, 2006;Zhao, 2010;Zhu & Mitchell, 2012), whether to use peer feedback as a learning activity and how to use it depends on the teachers rather than students in writing classes. During the past two decades, the use of multimedia technology for foreign language classes has expanded quickly.…”