The role of metalinguistic feedback with the opportunity to revise in promoting learners’ writing accuracy

The aim of this study is to explore the effect of metalinguistic explanation and revision on learners’ written accuracy in terms of regular and irregular simple past tense. A total of 65 Azari learners of English took a proficiency test. They were divided randomly into four groups: ME, ME with revision, revision, and a control group. To measure learners’ past tense performance a pretest was administered to learners. The study lasted for 7 weeks. Each session learners were given a topic to write 161 words and next session their writing was returned to them in different conditions. The results indicated a significant improvement in accuracy for the two experimental groups from pretest to posttest. And also it was found that ME + revision group had outperformed significantly in the use of regular and irregular past tense structure.

Keywords:

writing accuracy , corrective feedback , metalinguistic feedback , revision