The cognitive styles impression of corrective feedback types on Iranian management students Reading omprehension

Reading is considered especially valuable under the foreign language context because it is one major source for students to obtain language input Reading is an essential skill that is necessary for academic success. All language learners need to develop because it allows learners to communicate effectively in the second language. The significant role of feedback in Reading has been the focus of attention in recent second language research. Corrective feedback (CF) as any feedback provided to a learner, from any source, that contains evidence of learner error of language form which can be oral or written, explicit or implicit. This study investigated the cognitive styles, the type of feedback direct, visual, explicit written feedback and given to 70 management students on three types of error (prepositions, the past simple tense, and the definite article). The collected data from pretest and posttest were analyzed using the one-way ANOVA . The result indicated that there was a significant difference in the Reading ability of the students who received either direct or indirect feedback and those who did not receive any feedback. The results revealed an improved accuracy in new text comprehension over a 12 week period. The study found a significant effect for the combination of written and conference feedback on accuracy levels in the use of cognitive styles but no overall effect on accuracy improvement for feedback types when the three error categories were considered as a single group.

Keywords:

Cognitive styles , Corrective feedback , Error correction , Linguistic error , Student comprehension