Corrective Feedback (CF) and English-Major EFL Learners’ Ability in Grammatical Error Detection and Correction

Asassfeh, Sahail M.

doi:10.5539/elt.v6n8p85

Cited by 10 publications

(7 citation statements)

References 32 publications

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“…Although the impact on their overall language skills may not be long-lasting, offering CF on every writing assignment and encouraging students to make the necessary corrections cultivates a habit of selfcorrection that will benefit their L2 proficiency in the long run. Also, the findings are congruent with a significant number of studies (Grami, 2005;Sampson, 2012;Asassfeh, 2013;Al Wossabi, 2019). Furthermore, if each instructor develops a strategy for providing feedback that meets their needs, this study could have pedagogical value for teachers and students (Straub, 1997).…”

Section: Discussionsupporting

confidence: 79%

The Efficacy of Continuous Corrective Feedback on Writings of Saudi EFL Students

Chaudhary¹

2022

AWEJ

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The present study aims to investigate the perceptions of EFL students on Corrective Feedback (C F) and to assess the efficacy of continuous explicit Corrective Feedback on the writings of the preparatory year female students of Umm Al Qura University in Saudi Arabia. The sample consisted of eleven students from an entire class who volunteered for the study. To reach the study’s objectives, an online survey was conducted to gain insight into how EFL students felt about receiving CF. Also, class observations and semi-structured interviews were exercised to get in-depth information on CF. Furthermore, to estimate the efficacy of continuous explicit Corrective Feedback, pre-Corrective Feedback, and post-Corrective Feedback performances in writing tasks were compared. In addition, the T-test value was also calculated using SSPS software. The findings demonstrated that students see CF favorably, and a comparison of their performances before and after receiving explicit CF demonstrated the feedback’s beneficial effects. The study seems significant to practicing teachers and learners as the study takes a practical and principled approach. Also, it brings up to date with current thinking and perception on error correction in language learning.

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Section: Discussionsupporting

confidence: 79%

The Efficacy of Continuous Corrective Feedback on Writings of Saudi EFL Students

Chaudhary¹

2022

AWEJ

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“…Ji (2015) clarifies that regardless of any type of error corrections made or feedback given by educators to learners, its significance must be considered as it guides students' attention to language form. Previous researchers have conducted studies on some aspects pertaining to error feedback in students' writing (Fathman & Walley, 1990;Hedgcock & Lefkowitz, 1994;Assassfeh, 2013). In general, the most common corrective feedback (CF, henceforth) can be categorized into two: direct feedback and indirect feedback (Walz, 1982;Bates, Lane & Lange, 1993;Ferris & Hedgcock, 1998;Eslami, 2014).…”

Section: Introductionmentioning

confidence: 99%

Colours as a Form of Corrective Feedback in EFL Learners’ Writing

Hamid

Nasri

Ghazali

2018

GEMA

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The study aims to explore the effect of colours as a form of corrective feedback in EFL learners' writing and how the foregrounding of such feedback is related to the learners' performance in EFL acquisition. Data were collected from a group of EFL learners, in which majority of them came from the Middle East countries. A pre-test and a post-test were conducted to determine the types of grammatical errors that they committed the most. The result of the study revealed that colour corrective feedback was found to be effective in increasing learners' awareness which had improved learners' performance in writing. After receiving corrective feedback in the form of colours, it was found that grammatical errors, specifically mechanical and morphological errors committed by the learners had decreased tremendously whereas in terms of semantic errors, the number of errors had increased. This result supports the notion of Noticing Hypothesis whereby learning is effective when the errors are noticed. The use of colours in highlighting specific errors was also found to assist learners to progress further and faster in the learning process as the types of errors committed can immediately be identified. This study enlightens the usage of colour-coded system as a form of indirect corrective feedback for language instructors specifically in EFL context. Thus, the pedagogical implication of this study is that colours could be used as a form of indirect corrective feedback due to its ability to immediately direct students' focus towards specific grammatical errors.

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“…is evidence emerges from the growing body of literature that has looked into the error responsiveness of a narrow number of linguistic features, namely one (e.g., Bitchener, 2008), two (e.g., Ahmadi, Maoon & Mehrdad, 2012), three (e.g., Bitchener, Young & Cameron, 2005), or five (e.g., Asassfeh, 2013). Other studies that include in their design a comparison between highly selective CF and mid selective CF have also contributed to the research base of selective CF (e.g., Farrokhi & Sattarpour, 2012).…”

Section: Merits Of a High-mid Selective Approachmentioning

confidence: 99%

An Updated Typology of Written Corrective Feedback: Resolving Terminology Issues

López

2021

Rev. Educación

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The extensive amount of literature on written corrective feedback has dispelled many doubts that question its effectiveness. However, despite this valid contribution, there is still controversy about pedagogical recommendations found in such literature, particularly, after conducting a systematic bibliographic review. The results reveal an overall lacks consistency, to the extent that a detailed classification based on both scope and type is not feasible. The objective of this article, thus, is to address previously gleaned issues by elucidating the two most problematic variables found in such literature in order propose an updated typology of written CF.

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Corrective Feedback (CF) and English-Major EFL Learners’ Ability in Grammatical Error Detection and Correction

Cited by 10 publications

References 32 publications

The Efficacy of Continuous Corrective Feedback on Writings of Saudi EFL Students

The Efficacy of Continuous Corrective Feedback on Writings of Saudi EFL Students

Colours as a Form of Corrective Feedback in EFL Learners’ Writing

An Updated Typology of Written Corrective Feedback: Resolving Terminology Issues

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