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The Effect of Different Types of Feedback on Writing Accuracy

Simin Sattarpour

ISBN 10: 3848409119 / ISBN 13: 9783848409112
Published by LAP Lambert Academic Publishing
New Condition: New Soft cover
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160 pages. Dimensions: 8.7in. x 5.9in. x 0.4in.Building on previous studies on the effectiveness of different types of written corrective feedback, the present study aimed at investigating whether direct focused corrective feedback and direct unfocused corrective feedback produced any differential effects on the accurate use of English articles by EFL learners across two different proficiency levels (low and high). In current study, the participants were divided into low and high proficiency levels by administering a TOEFL test. This led to formation of two proficiency levels, 60 participants in each level, totaling 120 participants. Then, each proficiency level was classified into three groups, two experimental groups and one control group. The first experimental group received focused corrective feedback; the second experimental group received unfocused corrective feedback, while the third one, as a control group, received no feedback. The ANOVA tests with post-hoc comparisons indicated that focused group did better than both unfocused and control groups in terms of accurate use of English articles in both proficiency levels. Therefore, these results suggested that unfocused corrective feedback is of limited pedagogical value This item ships from multiple locations. Your book may arrive from Roseburg,OR, La Vergne,TN. Bookseller Inventory # 9783848409112

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Bibliographic Details

Title: The Effect of Different Types of Feedback on...

Publisher: LAP Lambert Academic Publishing

Binding: Paperback

Book Condition:New

Book Type: Paperback

About this title

Synopsis:

Building on previous studies on the effectiveness of different types of written corrective feedback, the present study aimed at investigating whether direct focused corrective feedback and direct unfocused corrective feedback produced any differential effects on the accurate use of English articles by EFL learners across two different proficiency levels (low and high). In current study, the participants were divided into low and high proficiency levels by administering a TOEFL test. This led to formation of two proficiency levels, 60 participants in each level, totaling 120 participants. Then, each proficiency level was classified into three groups, two experimental groups and one control group. The first experimental group received focused corrective feedback; the second experimental group received unfocused corrective feedback, while the third one, as a control group, received no feedback. The ANOVA tests with post-hoc comparisons indicated that focused group did better than both unfocused and control groups in terms of accurate use of English articles in both proficiency levels. Therefore, these results suggested that unfocused corrective feedback is of limited pedagogical value

About the Author:

Simin Sattarpour is a PhD candidate in ELT at Tabriz University, Tabriz, Iran. She has been teaching English courses at Tabriz University and private language institutes. Her research interests include second language acquisition, task-based language teaching, different types of oral and written corrective feedback, and second language vocabulary.

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