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ERIC Number: EJ1077116
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 38
Corrective Feedback (CF) and English-Major EFL Learners' Ability in Grammatical Error Detection and Correction
Asassfeh, Sahail M.
English Language Teaching, v6 n8 p85-94 2013
Corrective feedback (CF), the implicit or explicit information learners receive indicating a gap between their current, compared to the desired, performance, has been an area of interest for EFL researchers during the last few decades. This study, conducted on 139 English-major prospective EFL teachers, assessed the impact of two CF types (implicit vs. explicit) on students' ability to detect and correct some "common" grammatical errors (definite and indefinite article, subject-verb agreement, prepositions, spelling, and logical connector use). The study used a quasi-experimental pretest, posttest with a 12-week treatment program. The results indicated a statistically significant difference in students' performance prior to and after exposure to the intervention, confirming the positive role CF has on students' performance. However, there was no significant difference attributed to the type of CF introduced. The paper sets recommendations for both practitioners and researchers and suggests a reconceptualization of the EFL learning process.
Descriptors: English (Second Language), Second Language Learning, Pretests Posttests, Quasiexperimental Design, Feedback (Response), Error Correction, Intervention, Role, Majors (Students), Language Teachers, Preservice Teachers, Statistical Analysis, Grammar, Writing Instruction, Writing Tests, Undergraduate Students, Interlanguage, Teaching Methods, Scores, Learning Processes
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A