The Effect of Written Corrective Feedback on Writing Accuracy of Intermediate Learners

Sarvestani, Maryam Shafiee; Pishkar, Kian

doi:10.17507/tpls.0510.10

Cited by 17 publications

(24 citation statements)

References 11 publications

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“…Bitchener (2008) also states that written corrective feedback benefits EFL writers' writing performance in both short and long term. Later, Sarvestani and Pishkar (2015) point out that written feedback type assists students to accurately use English articles.…”

Section: Teacher Corrective Feedbackmentioning

confidence: 99%

“…Both feedback types can be in the written and verbal forms. Previous studies (Ferris & Robert, 2001;Hosseiny, 2014;Sarvestani & Pishkar, 2015;Tootkaboni & Khatib, 2014) have indicated that both types of teacher feedback benefit student writers' writing development.…”

Section: Introductionmentioning

confidence: 96%

“…Most of the studies provided evidence of the usefulness of teacher corrective feedback (Bitchener, 2008;Bitchener et al, 2005;Ellis et al, 2006;Ferris & Robert, 2001;Hosseiny, 2014;Ismail et al, 2008;Ohta, 2001;Sarvestani & Pishkar, 2015;Tootkaboni & Khatib, 2014). Despite this convincing evidence, debates about which type of teacher feedback is the most effective for students' writing improvement remain ongoing.…”

Section: Introductionmentioning

confidence: 99%

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The Impact of Teacher Corrective Feedback on EFL Student Writers’ Grammatical Improvement

Sermsook¹,

Liamnimitr²,

Pochakorn³

2017

ELT

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This paper aims to provide information about teacher corrective feedback that would be helpful for EFL students’ writing improvement. It focuses on feedback provided to correct grammatical errors made by student writers as the author finds that this type of errors can obstruct the effectiveness of students’ pieces of writing and may result in written miscommunication. Both direct and indirect teacher feedback types are discussed. Some pedagogical suggestions have been made based on the findings. It is hoped that this review article can help teachers and students in a writing class achieve the goal of producing grammatically correct English writing assignments.

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Section: Teacher Corrective Feedbackmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Impact of Teacher Corrective Feedback on EFL Student Writers’ Grammatical Improvement

Sermsook¹,

Liamnimitr²,

Pochakorn³

2017

ELT

View full text Add to dashboard Cite

show abstract

“…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). Both types of corrective feedback in written and oral forms have been proven to be beneficial in students' writing process (Tootkaboni & Khatib, 2014;Sarvestani & Pishkar, 2015).…”

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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“…Another possible interpretation of the result is that direct corrective feedback was very time-saving as it provided the learner with the correct linguistic structure above or beside the linguistic error. As a consequence, the students were able to figure out the differences between the two forms, the erroneous and the correct one, which might polish the blur image in the mind of the learner in relation to the usage of the target grammatical aspect (Sarvestani, & Pishkar, 2015;Sun, 2013). Furthermore, as the learners' time was saved, they did not copy and paste the right form instead of the erroneous one, but they might revisit the rule governing the errors made which, in turn, enabled them to apply thoroughly the same rules in the encountered similar situations.…”

Section: Discussionmentioning

confidence: 99%

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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The Effect of Written Corrective Feedback on Writing Accuracy of Intermediate Learners

Cited by 17 publications

References 11 publications

The Impact of Teacher Corrective Feedback on EFL Student Writers’ Grammatical Improvement

The Impact of Teacher Corrective Feedback on EFL Student Writers’ Grammatical Improvement

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

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

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