The Effect of Written Corrective Feedback on EFL Learners’ Performance after Collaborative Output

Abstract

Abstract-The purpose of the present study is to investigate the effect of written corrective feedback on EFL learners' performance after completing a set of output activities. The study involved two groups of learners (24 male students) at intermediate level. The first group, consisting of six pairs, worked on four output activities (text editing, composition, transformation and substitution). The second group received written feedback after completing the same activities. Twelve tailor-made dyad-specific tests were constructed and administered to the pairs of learners. Results revealed that the participants who received written corrective feedback after completing the activities outperformed those who did not receive written feedback. The study confirms the view that providing an opportunity for interaction after receiving feedback triggers noticing the gaps between the learners' interlanguage and target language, which facilitates L2 development.

The Effect of Direct Corrective Feedback on Students’ Writing of Recount Text

“…Moreover, Ellis (2009) states that direct feedback refers to overt correction of student's errors, that is, locating and correcting errors for students; the correct form is directly provided. According to Abadikhah and Ashoori (2012), direct corrective feedback occurs when the learners are overtly informed of the existence of an error and provided with the target-like reformulation. Based on the definitions of the direct corrective feedback defined by the experts, it can be said that direct corrective feedback is the feedback in which the correct forms are directly provided.…”

Written Corrective Feedback in Writing Instruction: A Qualitative Synthesis of Recent Research

“…Over the years, some studies have examined written corrective feedback with other collaborative aspects (Abadikhah & Ashoori, 2012;Kassim & Luan, 2014;Mansourizadeh & Abdullah, 2014). These collaborative aspects include collaborative dialogue and output tasks.…”

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

“…Indirect corrective feedback, on the other hand, is "the indication that in some way an error has been made by underlining the errors or circling them without providing explicit comments". Although a considerable amount of research has stressed the effectiveness of the direct and indirect modes of corrective feedback, fierce debate has been presented in the annals of research concerning the superiority of a mode over the other, but there is no clear irrefutable answer for such debate (Abadikhah, & Ashoori, 2012;Hartono, 2016;Hosseiny, 2014;li, 2013;Nakazawa, 2006;Seiffedin, & El-Sakka, 2017, Vinagre, & Muñoz, 2011Vyatkina, 2010).…”

“…With this in mind, the current study focused mainly on the two key modes of corrective feedback namely, direct and indirect as they represent the two ends of the Journal of Research in Curriculum, Instruction and Educational Technology corrective feedback continuum, for providing a contribution to the burning issue of the superiority of one over the other. In addition, the study might provide a cut and dried answer regarding the potential effectiveness of the target modes as the available literature produced mixed and contradictory results (Abadikhah, & Ashoori, 2012;Ferris, Helt, 2000;Kang & Han, 2015;Sheen, 2007;Tan & Manochphinyo, 2017).…”