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

Abstract

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.

Written Corrective Feedback on Efl Students at an Islamic Junior High School

“…The feedback is important to give to the students in writing text. The term of Indirect feedback (Ellis 2009) in Sermsook, Liamnimitr, & Pochakorn (2017) states that the technique gave information to the students about the location and the correct forms of the errors production, while direct feedback according to Ferrel (2006) in Seiffedin & El-Sakka, (2017) is strategy that provides feedback for the students about their task production to correct their errors by correcting structure or linguistic form of the target language. The teacher gave recount text material in teaching-learning process in the school.…”

“…Thus, the writer concludes that the function of corrective feedback is for detecting the student's error production. On the other hand Sermsook, Liamnimitr, & Pochakorn, (2017) state that a good relationship was built between teachers and learners in the process of giving corrective feedback and also encouraging teacher corrective feedback can contribute to English Foreign Language Learners' in improving writing productions.…”

Effects of Direct Focused Feedback and No Feedback on Run-on Sentences, Sentence Fragments, and Noun-pronoun Agreement Errors of EFL Tertiary Students

“…Simultaneously, there is not a consensus on which feedback strategy may be the most effective. Sermsook et al (2017) present direct feedback as one of the mostly debated strategies and insist on the need of further research in this realm. Direct feedback (DF) is defined as the replacement of an incorrect form (Saadi & Saadat, 2015) for a corrected version by the teacher and deemed as a clear guide for error correction (Ellis, 2008).…”

The Effect Of Indirect Coded Versus Indirect Non-Coded Corrective Feedback On Improving Students’ Grammatical Accuracy Of EFL Writing Class

“…On the other hand, the advantages of non-coded feedback are to lead students to correct revision and potentially more long-term improvement (Bankier, 2012). Consequently, the effect of these types of feedback, cognitively, enables students' awareness to self-correct and edit errors, and may serve the short-term improvement (Wang & Jiang, 2015;Khanlarzadeh & Nemati, 2016) and the long-term improvement (Sermsook et al, 2017) of fostering student autonomy in monitoring their own writing. Ferris (2011) argues that indirect feedback is more helpful to students' writing because it leads to greater cognitive engagement, reflection, and problem-solving.…”