The Effects of Teacher-Written Direct vs. Indirect Feedback on Students’ Writing

Jamalinesari, Ali; Rahimi, Farahnaz; Gowhary, Hsbib; Azizifar, Akbar

doi:10.1016/j.sbspro.2015.06.018

Cited by 42 publications

(45 citation statements)

References 33 publications

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“…Additionally, Jamalinesari et al (2015) assert that the EFL students who received indirect feedback outperformed the direct feedback group in certain categories of grammatical errors. It also promoted the encouraging environment for writing learning.…”

Section: Review Of Indirect Corrective Feedback and Its Advantages Ovmentioning

confidence: 92%

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: Review Of Indirect Corrective Feedback and Its Advantages Ovmentioning

confidence: 92%

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

Sermsook¹,

Liamnimitr²,

Pochakorn³

2017

ELT

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“…Much has been written about the relative merits of direct and indirect feedback. Proponents of indirect feedback (Jamalinesari, Rahimi, Gowhary, & Azizifar, 2015) state that the error should only be highlighted for the student to independently review and correct, whereas advocates of direct feedback (Bitchener, 2008) maintain that explicit corrections need to be provided by the teacher. Grammarly reconciles these different theoretical approaches by providing teachers with the opportunity to use both.…”

Section: Feedback Problems and Grammarly As The Potential Solutionmentioning

confidence: 99%

Stop! Grammar time: University students’ perceptions of the automated feedback program Grammarly

O'Neill

Russell

2019

AJET

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Universities are increasingly looking towards online technology to assist their students. Grammarly advertises itself as the world’s most accurate online grammar checker, yet little research exists on its performance as a feedback tool in universities. This paper reports on a study investigating students’ perceptions of Grammarly when used in conjunction with advice from an academic learning advisor. Using a mixed methods sequential explanatory design, the study compared one group of students’ responses to the feedback they received from Grammarly (n = 54) with another group’s responses to the traditional non-automated grammar feedback they received from the Academic Learning Centre at CQUniversity (n = 42). Results show that students receiving feedback from Grammarly responded more positively to 9 of the 15 survey items and were significantly more satisfied with the grammar advice that they received compared with non-Grammarly students. No significant differences were registered between cohorts or delivery mode, which suggests that Grammarly can be used effectively by academic learning advisors to provide grammar support for both international and domestic students, online and on campus. It is recommended, however, that the program be used in conjunction with academic learning advisor input as the program is currently not accurate enough for independent use to be justified.

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“…In addition, local aspect is mostly corrected. Direct or explicit feedback occurs when the teacher recognizes an error and offers the correct form (Jamalinesari, Rahimi, Gowhary, and Azizifar, 2015). Furthermore, in the case of direct corrective feedback the teacher gives the correct form to the students, and it is desirable for low-level-of-proficiency students who are unable to self-correct and do not know what the correct form might be (Eslami, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…As the consequence, they became reluctant to write.In relation to writing nature covering both cognitive and linguistics aspects, giving good proportion of feedback to them. According to Jamalinesari, Rahimi, Gowhary, and Azizifar (2015). Though L2 writing teachers were aware of students" perceptions of written…”

mentioning

confidence: 99%

The Impact of Direct Feedback on Students’ EFL Writing Skill: A Case Study on Writing III Course in STKIP Suar Bangli

Dharma

Tari²

2017

JPAI

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This case study research aims at knowing the impact of direct feedback on EFL students" writing skill. This research was done on the fourth semester students of English Education Department in STKIP Suar Bangli. Totally, there were three students selected to be the subject. The students were assigned to write short essay consisting of 6-7 paragraphs, then it was returned after direct feedback was given. Next, the students were assigned to write the new one. It was then analyzed qualitatively. Based on the result of data analysis, it was discovered that there was no significant impact of direct feedback on students" writing quality. The students still made the same mistakes as before. It implies that the use of direct feedback should be reduced in writing. One of the most esential issues in writing is feedback. According to Asiri (1996), feedback is helpful in encouraging students not to consider what they have written as a final product and in helping them to write multiple drafts and to revise their writing several times, in order to produce a much improved piece of writing. From the given feedback, the students are expected to learn or to make reflection so, the same errors will not occur anymore. Furthermore, Kroll (2003) notes, "second language writers often benefit most and make the most progress when teachers contribute to this goal through a variety of intervention strategies available in classroom settings". One of these intervention strategies provides feedback to students" writing, the common practicethe written feedback. Furthermore, throughout the different stages of writing, giving feedback is essential in order to help students improve their writing piece (Ismail, Maulan & Hasan, 2008).The next problem arises in the method of giving feedback so, it is effective. According to Shirzad, Nejadansari, and Shirzad (2015), providing feedback to students" writing errors has always been one of the teachers" difficult tasks. Feedback given must be appropriate to the target. It means that the method suitable for students" need. Some of the students feel direct feedback good for them, but the rest might like indirect feedback. In addition, certain students might be uncomfortable on the feedback. They were down when the errors were shown to them. As the consequence, they became reluctant to write.In relation to writing nature covering both cognitive and linguistics aspects, giving good proportion of feedback to them. According to Jamalinesari, Rahimi, Gowhary, and Azizifar (2015). Though L2 writing teachers were aware of students" perceptions of written

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The Effects of Teacher-Written Direct vs. Indirect Feedback on Students’ Writing

Cited by 42 publications

References 33 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

Stop! Grammar time: University students’ perceptions of the automated feedback program Grammarly

The Impact of Direct Feedback on Students’ EFL Writing Skill: A Case Study on Writing III Course in STKIP Suar Bangli

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