The revision and transfer effects of direct and indirect comprehensive corrective feedback on ESL students’ writing

Karim, Khaled; Nassaji, Hossein

doi:10.1177/1362168818802469

Cited by 125 publications

(147 citation statements)

References 56 publications

Supporting

Mentioning

134

Contrasting

Order By: Relevance

“…The findings of this study are in line with those of several previous studies (e.g., Bitchener, 2008;Bitchener & Knoch, 2008, 2009Ellis et al, 2008;Karim & Nassaji, 2018;Sheen, 2007Sheen, , 2010 which confirmed the effects of WCF and its types (direct and indirect) on different language learning aspects, such as grammatical structures, language production, writing skills and accuracy in revising. These studies collectively provide further counter-evidence to what Truscott (1996Truscott ( , 2001Truscott ( , 2007 noted with regard to the inefficacy of written CF.…”

Section: Discussionsupporting

confidence: 92%

The Effect of Direct Versus Indirect Focused Written Corrective Feedback on Developing EFL Learners’ Written and Oral Skills

Esmaeeli

Sadeghi

2020

LRR

View full text Add to dashboard Cite

There has been an increasing attention to written corrective feedback (WCF) and its potential effectiveness in recent years. This paper examines the roles of direct versus indirect WCF in fostering learners' written and oral accuracy across language proficiency. A quasi-experimental design was adopted to conduct the study. Seventy-six pre-intermediate and upper-intermediate EFL learners were randomly assigned into six groups (four experimental and two control groups). In the experimental group, a series of pictures were used as prompts for writing tasks in the treatment sessions, and pre-, immediate, and delayed posttests were used to measure written and oral accuracy. According to the results, WCF, regardless of the type, was facilitative in developing learners' both written and oral accuracy, which was a manifestation of implicit knowledge. The results also revealed that the proficiency level played a key role in determining which type of CF was more beneficial. While the preintermediate learners benefited more from direct CF, the upperintermediate group improved more as a result of indirect CF treatment. This study calls for more informed decisions by L2 teachers in the correction of written errors considering that it improved L2 learners' oral accuracy.

show abstract

Section: Discussionsupporting

confidence: 92%

The Effect of Direct Versus Indirect Focused Written Corrective Feedback on Developing EFL Learners’ Written and Oral Skills

Esmaeeli

Sadeghi

2020

LRR

View full text Add to dashboard Cite

show abstract

“…In addition, more studies have been performed to investigate the effectiveness of WCF in developing learners' accuracy in L2 development that followed research designs like the ones used in investigating various forms of oral corrective feedback (CF). A consistent evidence provided by these recent studies (Sheen, 2007(Sheen, , 2010Bitchener, 2008;Ellis et al, 2008;Sheen, Wright, & Moldawa, 2009;Bitchener & Knoch, 2009a, 2009bVan Beuningen, de Jong, & Kuiken, 2012;Shintani, Ellis, & Suzuki, 2014;Stefanou & Revesz, 2015;Karim & Nassaji 2018 ;Westmacott, 2017;Banaruee, Khatin-Zadeh, Ruegg, 2018) revealed that CF has performed a significant role in assisting learners to acquire grammatical features thus improving their linguistic proficiency in the target structure of the language.…”

Section: Introductionsupporting

confidence: 69%

“…Non-grammatical structures of the language have also gained the attention of SLA scholars. Several studies were conducted to investigate the effect of direct and indirect WCF on non-grammatical structures such as vocabulary (Ghandi & Maghsoudi, 2014;Septiana, Sulistyo & Kadarisman, 2016;Banaruee et al, 2018;Cerezo et al, 2019), punctuation (Karim & Nassiji, 2018), sentence structures (Cerezo et al, 2019), spelling errors (Karim & Nassaji, 2018;Ghandi & Maghsoudi, 2014), and word choice (Ruegg, 2015;Karim & Nassaji, 2018;Van Beuningen et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Written Corrective Feedback Strategies on Collocation Errors of Low-Performing Esl Learners

Fhaeizdhyall

Jerome

2020

PJEE

View full text Add to dashboard Cite

The studies on error correction have been laying their emphasis on grammatical structures of the language with lack of focus on non-grammatical aspect such as lexical collocation. Therefore, this study aims at investigating the effect of direct and indirect written corrective feedback on low-performing ESL learners. Ninety-two students of a public university involved in the study. Three intact groups that have equal proficiency were identified at the beginning of the universityâ€™s academic term. A quasi-experimental design was employed with two experimental groups receiving indirect WCF and direct WCF separately, and a control group deprived of any treatment. The groups were measured in three different time points with pre-test before the intervention, immediate post-test after the intervention, and delayed post-test to measure retention effect. One-way ANOVA and repeated-measures ANOVA were used to measure the effect. The findings reveal that significant differences were detected in immediate post-tests of direct and indirect WCF groups which indicate that both WCF strategies can enhance participantsâ€™ collocational competency. Additionally, the findings also show that direct WCF strategy greatly affects participants collocation errors despite both groups performed better than the control group. This study demonstrates that retention effect was detected in the group that received direct WCF while the indirect WCF group was not able to retain - in delayed post-test. Recommendation is also discussed for Future directions of studies.Â

show abstract

“…On the other hand, Vinagre and Munoz (2011), Eslami (2014), Jamalinesari, et.al (2015) and Tan and Manochphinyo, (2017) alleged that indirect corrective feedback is more effective than direct corrective feedback. Nevertheless, Karim, andNassaji, (2018), Van Beuningen, et al (2012) and Vyatkina (2010) assumed that both direct and indirect corrective feedback are similar in their effectiveness in developing grammatical accuracy in writing. Such perplexing results sustained the need for new studies comparing the effectiveness of direct and indirect corrective feedback in reducing learners' grammatical errors in writing.…”

Section: Introductionmentioning

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

View full text Add to dashboard Cite

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.

show abstract

The revision and transfer effects of direct and indirect comprehensive corrective feedback on ESL students’ writing

Cited by 125 publications

References 56 publications

The Effect of Direct Versus Indirect Focused Written Corrective Feedback on Developing EFL Learners’ Written and Oral Skills

The Effect of Direct Versus Indirect Focused Written Corrective Feedback on Developing EFL Learners’ Written and Oral Skills

The Effect of Written Corrective Feedback Strategies on Collocation Errors of Low-Performing Esl Learners

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

Contact Info

Product

Resources

About