آمار
| تعداد نشریات | 45 |
| تعداد شمارهها | 1,489 |
| تعداد مقالات | 18,178 |
| تعداد مشاهده مقاله | 58,798,356 |
| تعداد دریافت فایل اصل مقاله | 20,283,817 |
The Differential Effects of Direct and Indirect Corrective Feedback on Impulsive and Reflective EFL Learners’ Writing Accuracy | ||
| Journal of English Language Teaching and Learning | ||
| دوره 15، شماره 31، 2023، صفحه 166-183 اصل مقاله (1.88 M) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2023.53957.2517 | ||
| نویسندگان | ||
| Simin Sattarpour1؛ Raziyeh Ghassab Sahebkar2؛ Fatemeh Pourebrahim* 3 | ||
| 1Department of Basic Sciences, Faculty of Allied Medical Sciences, Tabriz University of Medical Sciences, Tabriz, IRAN | ||
| 2Department of English Language Teaching, Islamic Azad University of Tabriz, Tabriz, IRAN | ||
| 3Department of English Language Teaching, Faculty of Humanities, University of Maragheh, Maragheh, IRAN | ||
| چکیده | ||
| Given the significant role of corrective feedback and individual differences in the process of foreign language acquisition, in the present study we set out to investigate the effect of direct and indirect corrective feedback on impulsive and reflective EFL learners’ writing accuracy. Sixty learners were selected and randomly assigned to three groups including two experimental groups and one control group. The first experimental group received indirect feedback, the second experimental group received direct feedback, and the control group received no feedback. The instrument employed in this study to determine the impulsivity or reflectivity of the participants was Barratt's impulsiveness scale. Writing accuracy was scored by the scale provided by Karim and Nassaji. The results revealed that both direct and indirect corrective feedbacks were effective in reducing the written errors of all the earners. Moreover, no significant difference was found between direct and indirect corrective feedbacks in terms of increasing writing accuracy. Although there was no significant difference between the impulsive and reflective learners’ performance, the mean scores showed that the latter seemed to benefit more from indirect type of the feedback while their counterparts showed better performance after receiving direct feedback. The findings have implications for EFL teachers and learners. | ||
| کلیدواژهها | ||
| corrective feedback؛ direct feedback؛ indirect feedback؛ impulsivity؛ reflectivity | ||
| مراجع | ||
|
Baleghizadeh, S. & Dadashi, M. (2011). The effect of direct and indirect corrective feedback on students’ spelling errors. Bogota, Colombia, 13(1), 129-137. Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of second language writing, 17(2), 102-118. Bitchener, J. (2012). A reflection on the language learning potential of written CF. Journal of Second Language Writing, 21, 348-363. Brookhart, S. M. (2017). How to give effective feedback to your students. ASCD, 1(4), 35-54. Brown, H. D. (Eds.). (2007). Principles of language learning and teaching (5thed.). Pearson Education, Inc. Celce-Murcia, M. (1991). Grammar pedagogy in second and foreign language teaching. TESOL quarterly, 459-480. Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12(3), 267-296. Chuenchaichon, Y. (2015). A review of EFL writing research studies in Thailand in the past 10 years. Journal of Humanities, Naresuan University, 11(1), 13-30. Ellis, R. (2008). The study of second language acquisition (2nd ed.). OUP. Ellis, R. (2010). A framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition, 32(2), 335-349. Ellis, R.; Sheen, Y.; Murakami, M. & Takashima, H. (2008). The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System, 36(3), 353-371. http://dx.doi.org/10.1016/j.system.2008.02.001. Eslami, E. (2014). The effects of direct and indirect corrective feedback techniques on EFL students’ writing. Procedia - Social and Behavioral Sciences, 98, 445-452. Farrokhi, F. & Sattarpour, S. (2012). The effects of written corrective feedback on improvement of grammatical accuracy of high-proficient L2 learners. World Journal of Education, 2(2), 49-56. Ferris, D. (2004). The grammar correction” debate in L2 writing: Where are we, and where do we go from here? Journal of Second Language Writing, 13(1), 49-62. Ferris, D. & Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10, 161-184. Ferris, D.; Liu, H.; Sinha, A. & Senna, M. (2013). Written corrective feedback for individual L2 writers. Assessing Writing, 22, 307-329. Goldstein, L. (2006). Feedback and revision in second language writing: Helping learners become independent writers. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (pp. 185–205). Cambridge University Press. Hasani, M. T. & Moghadam, C. R. (2012). The effect of self-assessment on Iranian EFL learners’ writing skills. The Iranian EFL Journal, 8(5), 371-388. Hosseiny, M. (2014). The role of direct and indirect written corrective feedback in improving Iranian EFL students’ writing skill. Procedia-Social and Behavioral Sciences, 98, 668-74. Housen, A. & Kuiken, F. (2009). Complexity, accuracy and fluency in second language acquisition. Applied Linguistics, 30(4), 461-473. Hyland, K. & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39(2), 83-101. Kagan, J. (1965). Individual difference in the resolution of response uncertainty. Journal of Personality and Social Psychology, 2, 154-160. Kang, E. & Han, Z. (2015). The efficacy of written corrective feedback in improving L2 written accuracy: A meta-analysis. The Modern Language Journal, 99(1), 1-18. Karim, K. & Nassaji, H. (2018). The revision and transfer effects of direct and indirect comprehensive corrective feedback on ESL students’ writing. Language Teaching Research. Electronic publication ahead of print version. Published online: 5 October. 10.1177/1362168818802469 Kim, K. & Kim, K. (2011). Grammar Correction in a Second Language (L2) Process-Oriented Composition Classroom. National Teacher Education Journal, 4(4), 22-49. Krashen, S. (1981). Second language acquisition and second language learning. Pergamon Press. Lalande, J. F. (1982). Reducing composition errors: an experiment. Modern Language Journal, 66, 140-149. Lee, I. (1997). ESL learners’ performance in error correction in writing. System, 25(4), 465-477. Li, S. & Li, P. (2012). Individual differences in written corrective feedback: a multi-case study. English Language Teaching, 5(11), 38-44. Lyster, R. & Ranta, L. (1997). Corrective feedback and learner uptake: negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37-66. Mustafa Abbas, A., & Mohammad Tawfeeq, H. (2018). The effects of direct and indirect corrective feedback on accuracy in second language writing. English Language Teaching, 11(6), 33-40. Nematzadeh, F. & Siahpoosh, H. (2017). The effect of teacher direct and indirect feedback on Iranian intermediate EFL learners’ written performance. Journal of Applied Linguistics and Language Learning, 3(5), 110-116. Nusrat, A., Ashraf, F. & Narsy-Combes, M. (2019). Effect of direct and indirect teacher feedback on accuracy of English writing: A quasi-experimental study among Pakistani undergraduate students. The Southeast Asian Journal of English Language Studies, 25(4), 84-98. Patton, J. H.; Stanford, M. S. & Barratt, E. S. (1995). Factor structure of the Barratt Impulsiveness Scale. Journal of Clinical Psychology, 51, 768-774. Polio, C. (2012). The relevance of the second language acquisition theory to the written error correction debate. The Journal of Second Language Writing, 21, 375-389. Reynolds, B. L. & Kao, C. W. (2021). The effects of digital game-based instruction, teacher instruction, and direct focused written corrective feedback on the grammatical accuracy of English articles. Computer assisted language learning, 34(4), 462-482. Robb, T.; Ross, S. & Shortreed I. (1986). Salience of feedback on error and its effect on EFL writing quality. TESOL Quarterly, 20, 83–93. Rustipa, K. (2014). The effectiveness of direct and indirect written corrective feedback in improving EFL learners’ exposition writing. Retrieved from https://core.ac.uk/download/pdf/43025289.pdf. Sadeghi, K., Abolfazli Khonbi, Z., & Gheitaranzadeh, F. (2012). The effect of type of corrective feedback (direct vs. indirect) on Iranian pre-intermediate EFL learners’ writing. Retrieved from https://www.civilica.com/Paper-JR_JALDA-JR_JALDA-1-2_005.html. Schmidt, R. (1983). Interaction, acculturation and the acquisition of communicative competence. In N. Wolfson & E. Judd, (Eds.), Sociolinguistics and language acquisition (pp. 137-174. Newbury House. Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158. Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp.3-32). Cambridge University Press. Shang, H. F. (2019) Exploring online peer feedback and automated corrective feedback on EFL writing performance, Interactive learning Environments. 10.1080/10494820.2019.1629601. Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on ESL learners’ acquisition of articles. TESOL Quarterly, 41(2), 255-283. Shintani, N., & Ellis, R. (2015). Does language analytical ability mediate the effect of written feedback on grammatical accuracy in second language writing? System, 49, 110–119. Shintani, N., Ellis, R., Suzuki, W. (2014). Effects of written feedback and revision on learners’ accuracy in using two English grammatical structures. Language Learning, 64, 103–131. Shirotha, F. B. (2016). The effect of indirect written corrective feedback on students’ writing accuracy. Journal on English as a Foreign Language, 6(2), 101-118. Skehan, P. (1996). A framework for the implication of task-based instruction. Applied Linguistics, 17, 38-61. Thananchai, P., & Padgate, W. (2018). The effect of direct and indirect corrective feedback on grammatical improvement in journal writing of grade 9 students in Thai school. Journal of Education and Social Sciences, 11(1), 19-27. Van Beuningen, C. G., De Jong, N. H., & Kuiken, F. (2008). The effect of direct and indirect corrective feedback on L2 learners’ written accuracy. Retrieved from https://pure.uva.nl/ws/files/806416/74795_323875.pdf. Westmacott, A. (2017). Direct vs. Indirect Written Corrective Feedback: Student Perceptions. Íkala, revista de lenguaje y cultura, 22(1), 17-32. | ||
|
آمار تعداد مشاهده مقاله: 655 تعداد دریافت فایل اصل مقاله: 723 |
||