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ERIC Number: EJ831259
Record Type: Journal
Publication Date: 2009
Pages: 15
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-1079-0195
The Effect of Audio and Written Teacher Responses on EFL Student Revision
Morra, Ana Maria; Asis, Maria Ines
Journal of College Reading and Learning, v39 n2 p68-82 Spr 2009
Providing feedback is one of the foreign language writing teacher's most important tasks (Ferris, 2007). However there is less certainty about the techniques that should be used (K. Hyland & F. Hyland, 2006). This article reports on research that investigated the effects of two types of teacher feedback, on-tape and written, and of the absence of feedback on students' (n = 89) error correction. A comparison of the number of macro (content, organization) and micro (vocabulary, grammar mechanics) errors before and after the experiment yielded a statistically significant reduction in the number of mistakes in final drafts. Students perceived the type of response received (either taped or written) had been helpful in revising their papers and considered the most beneficial aspect of teacher feedback to have been a focus on micro errors. This study offers insights into an ecclectic approach to teaching writing in similar EFL contexts. (Contains 3 tables.)
Texas State University San Marcos. Department of Curriculum and Instruction, 601 University Drive, San Marcos, TX 78666. Tel: 512-245-2303; Fax: 512-245-8151; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Argentina