Differential Effectiveness of Corrective Feedback Techniques on the Development of Advanced Iranian EFL Learners’ Grammar Ability

Publish Year: 1397
نوع سند: مقاله کنفرانسی
زبان: English
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شناسه ملی سند علمی:

NTELTIR03_059

تاریخ نمایه سازی: 6 بهمن 1397

Abstract:

This study attempted to answer some questions regarding finding the most efficacious ways to give feedback to advance level EFL learners’ grammar errors in writing by comparing the effect of self-correction based written corrective feedback techniques and teacher-correction based ones on the development of learners’ grammar ability. To this end, a group of 62 female learners from Safir, a private language academy, and 41 both female and male learners from South Tehran Branch of Islamic Azad University were randomly assigned into two experimental groups: the first one received feedback on their writings through self-correction based written corrective feedback techniques but the second group was given teacher-correction based written corrective feedback through some techniques for their grammar errors. The learners given self-correction based written corrective feedback were supposed to self-correct their errors in the class after receiving their writing papers and in the case of not understanding the correct forms, with the help of their instructor, teacher or the researcher. The results indicated that self-correction based written corrective feedback and teacher-correction based written corrective feedback did not significantly affect the advanced EFL learners’ grammar ability development differently.

Keywords:

corrective feedback (CF) , self-correction based written corrective feedback techniques , teacher-correction based written corrective feedback techniques