The Effect of Direct and Indirect Corrective Feedback on Iranian EFL Learners’ Spelling Errors

Ghandi, Maryam; Maghsoudi, Mojtaba

doi:10.5539/elt.v7n8p53

Cited by 19 publications

(19 citation statements)

References 6 publications

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“…The problem-solving atmosphere experienced by the students accompanied by the guided learning practices provided by the instructor led to the fruitful results attained. The current result agreed with that of (Eslami, 2014;Ferris, & Roberts, 2001; Ghandi, & Journal of Research in Curriculum, Instruction and Educational Technology Maghsoudi, 2014& Hosseiny, 2014Tan & Manochphinyo, 2017). Another conceivable explanation of the result attained is that indirect error correction induced the learners to become more self-activated and responsible for their learning process.…”

Section: Discussionsupporting

confidence: 89%

Contextualized Grammar in EFL Students’ Writings: A Case for Corrective Feedback

Ahmad

Al-Tanany

Musa

2020

Journal of Research in Curriculum Instruction and Educational T

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in Cairo and categorized into two experimental groups studying a program designed for contextualizing grammar in writing. To assess the findings of that program and fulfill the purposes of the study, a writing test and its analytic scoring rubric was developed. The results of the study consistently demonstrated that both direct and indirect modes of feedback had high effectiveness in developing grammatical accuracy in writing as the participants who received direct or indirect corrective feedback showed better performance in the post-test than that of the pre-test. The study ended with discussing the findings reached, presenting recommendations, and suggesting some issues for further research.

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Section: Discussionsupporting

confidence: 89%

Contextualized Grammar in EFL Students’ Writings: A Case for Corrective Feedback

Ahmad

Al-Tanany

Musa

2020

Journal of Research in Curriculum Instruction and Educational T

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“…Surprisingly, most studies which examine the efficiency of indirect feedback towards grammatical accuracy merely focus on mechanical errors (e.g. Baleghizadeh & Dadashi, 2012;Ghandi & Maghsoudi, 2014) and morphological errors (e.g. Varnosfadrani & Ansari, 2011) but did not analyse semantic errors.…”

Section: Literature Reviewmentioning

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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“…Although peer interaction provided learners with more opportunities for production practice, CF sharpened learners' awareness of their errors which was beneficial for language development. Finally, Ghandi and Maghsoudi (2014) investigated the effect of direct and indirect corrective feedback on enhancing Iranian EFL high school students' spelling accuracy during a five-week period. Statistical analysis showed that indirect feedback promoted students' spelling errors more effectively than direct feedback.…”

Section: Literaturementioning

confidence: 99%

Iranian EFL Learners’ Reaction to Teacher’s Written Corrective Feedback

Zarifi

2017

Int. J. Appl. Linguist. Engl. Lit.

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Providing different types of corrective feedback on learners’ writing is a common practice in writing classes. Applied linguists have also invested huge attempt in investigating the impact that coorective feedback might have on developing different language skills among EFL/ESL writers. Despite the breadth of empirical research on the issue, literature has witnessed very few studies addressing the writer thought processes in dealing with the corrective feedback they recieve from their instructors. Therefore, the present qualitative study, which explores the way Iranian EFL learners respond to teacher corrective feedback, is an answer to this research need. The study included a sample of ten female high school students who were purposively selected and investigated for the cognitive process they assumed in responding to teacher written corrective feedback and their preferences for CF in writing tasks. Findings of the study have revealed that EFL learners go through a long and sophisticated thought process, reviewing, evaluating and finally accepting or ‘submiting to’ teacher corrective feedback.

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The Effect of Direct and Indirect Corrective Feedback on Iranian EFL Learners’ Spelling Errors

Cited by 19 publications

References 6 publications

Contextualized Grammar in EFL Students’ Writings: A Case for Corrective Feedback

Contextualized Grammar in EFL Students’ Writings: A Case for Corrective Feedback

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

Iranian EFL Learners’ Reaction to Teacher’s Written Corrective Feedback

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