Effect of Implicit Written Corrective Feedback on the Writing Skills of ESL Learners

Abstract

Background. Providing written corrective feedback (WCF) to learners for their writing tasks is pivotal in ESL learning process.
 Purpose. This research aimed to examine the effects of a lecturer’s indication of errors as implicit WCF on ESL learners’ writing skills as well as to identify the learners’ perceptions towards its utilisation in their essay writing tasks.
 Methods. This is a mixed methods research which involved the gathering of data both quantitatively and qualitatively. By employing a purposive sampling method, 50 ESL learners from a private university in Selangor, Malaysia were selected for this study. They underwent a two-week treatment period whereby they were trained to self-correct their essays based on the indication of errors as implicit WCF by their lecturer, and a pre-test and a post-test were administered in between. Finally, 10 respondents were interviewed to generate their perceptions on the utilisation of this technique as implicit WCF in their writing tasks.
 Results. The results showed that the students had achieved a slightly significant improvement in their essay writing skills after the treatment, and they perceived positively the utilisation of the lecturer’s indication of errors as implicit WCF in their essay writing tasks. The present study leaves fundamental implications and recommendations for future research.

Impact of Recasts in Improving English Essay Writing Skills of Pakistani College-level EFL Learners

“…The results of the investigation are consistent with those of Ghahderijani (2021), Fatemi andHarati (2014), andNusrat et al (2019), who reported a noteworthy enhancement in treatment outcomes through corrective feedback. However, the fallouts of the investigation partially agree with the outcomes of Subon and Ali (2022) and Hassan et al (2022), which show marginal improvement in EFL learners. The study has added fresh insights to the body of knowledge on recasts in the Pakistani context, as there haven't been many investigations in this area.…”

“…Likewise, According to Ghahderijani (2021), corrective feedback has a beneficial impact on the Complexity, Accuracy, and Fluency (CAF) of Iranian Middle English pupils' written work. Subon and Ali's (2022) study found that implicit written corrective feedback (WCF) from lecturers significantly improved the writing skills of 50 Malaysian ESL learners, with the learners finding it fruitful. Nusrat et al (2019) found that oral metalinguistic feedback enhances English language learning.…”

“…Similar to this, Ghahderijani (2021) found that corrective feedback improves the Complexity, Accuracy, and Fluency (CAF) of Iranian Intermediate EFL learners' writing and concluded that it is useful. According to Subon and Ali's (2022) study, 50 Malaysian ESL students' writing abilities increased considerably as a result of implicit written corrective feedback (WCF) from instructors, which the students perceived to be beneficial. Nusrat et al (2019) found that oral metalinguistic feedback enhances English language learning.…”