Comparison of the effects of Written Corrective Feedback and Task-complexity Manipulation on the Grammatical Accuracy of EFL Learners’ Writing
- سال انتشار: 1398
- محل انتشار: فصلنامه آموزش مهارتهای زبان، دوره: 37، شماره: 4
- کد COI اختصاصی: JR_JTLS-37-4_006
- زبان مقاله: انگلیسی
- تعداد مشاهده: 248
نویسندگان
Shahid Chamran University of Ahvaz, Iran
Petroleum University of Technology
چکیده
This study compared the effects of teacher-provided written corrective feedback and manipulation of resource-directing dimensions of task cognitive-complexity along +/- Here and Now condition on the grammatical accuracy of Iranian EFL learners’ writing products. There were ۴۵ participants in the study who were randomly assigned to three experimental groups. All the participants were first given a prompt for the pre-test of writing, and then each group received its own intervention (direct written corrective feedback, indirect written corrective feedback, and task manipulation) for four sessions during four weeks. Subsequently, all the groups took the pre-test prompt of writing for their post-test performance after which the data were collected for the statistical analyses and fed into SPSS. The findings of the study confirmed the significant effects of direct written corrective feedback on increasing the grammatical accuracy of learners’ writings. There were implications, then, based on the results, highlighting the role of meaningful context of task application in the classroom.کلیدواژه ها
Written corrective feedback, Task manipulation, Grammatical accuracy, Direct feedback, Indirect feedbackاطلاعات بیشتر در مورد COI
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