Effects of Metalinguistic Feedback on Grammatical Accuracy of Iranian Field (In)dependent L۲ Learners’ Writing Ability

An increasing number of studies have investigated the effects of different types of corrective feedback. However, doubts have been raised whether field (in)dependent (FI/FD) L۲ learners benefit differently from the explicit type of corrective feedback (i.e., metalinguistic). This study examined the (possible) effects of metalinguistic feedback on FI/FD intermediate L۲ learners’ writing accuracy. To this aim, ۵۲ Iranian intermediate L۲ learners in intact classes were classified into FI/FD learners through Group Embedded Figures Test (GEFT). They were, then, randomly assigned into ۲ experimental and ۱ control groups. Experimental groups received metalinguistic feedback and the control group received no feedback. Two sample IELTS tests (i.e., the Writing section) were used as the pretest and posttest to measure the participants’ learning of English articles as a result of metalinguistic feedback. Data were analyzed through ANCOVA and post-hoc. Although the results revealed that both the FI/FD learners benefited from metalinguistic feedback, the FD participants outperformed the FI ones. Findings have implications for L۲ teachers and researchers to help L۲ learners with different cognitive styles to improve their writing accuracy.

Keywords:

Corrective Feedback , Field (In)dependent , Metalinguistic Feedback , Grammatical Accuracy , Writing Ability