ERIC Number: EJ825341
Record Type: Journal
Publication Date: 2009-Feb
Abstractor: As Provided
Reference Count: N/A
The Role of Teacher's Corrective Feedback in Improving Iranian EFL Learners' Writing Accuracy over Time: Is Learner's Mother Tongue Relevant?
Reading and Writing: An Interdisciplinary Journal, v22 n2 p219-243 Feb 2009
The purpose of the present study was to investigate the impact of feedback on writing accuracy over time and examine the relevance of the students' mother tongue to the feedback effect. To this end, the study compared two groups of Iranian English majors (N = 56) over a period of four months: one with indirect grammar feedback and the other with no grammar feedback whatsoever. The results of the study did not show a significant effect for the teachers' feedback. However, the results showed a main effect for practice and the interaction of practice and feedback as a result of which both groups improved their writing accuracy over the course of one semester, with the feedback group making more improvement. The results also showed significant differences between the two groups in reducing their errors in various grammatical categories. The study further revealed that the success ratio of error reduction in each category was highly sensitive to cross-linguistic differences. The students' views, elicited after the study, support the findings obtained from the analysis of the quantitative data.
Descriptors: Feedback (Response), Error Correction, Majors (Students), Role, Comparative Analysis, English (Second Language), Second Language Learning, Second Language Instruction, Grammar, Writing Improvement, Student Attitudes, Statistical Analysis, Contrastive Linguistics, Foreign Countries, Language Acquisition
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Iran