The Effect of Teacher vs. Teacher-led Peer Corrective Feedback on Iranian English Learners Written Reproduction of Stories: The Case of Simple Past Tense

This present study was an attempt to delve deeply into the question of whether providing teacher written corrective feedback (TWCF) in comparison to teacherled peer corrective feedback (TPCF) would result in any significant differences in Iranian intermediate EFL learners’ abilities during written reproduction of story with respect to the simple past tense. To fulfill the purpose of this quantitative research study, two intact intermediate EFL classes comprised of 20 female and 17male students between 8 to 17 years of age in 16 treatment sessions from an institute in Amol, Mazandaran were randomly assigned to one of the two conditions i.e. teacher corrective feedback and teacher-led peer corrective feedback. Each student in the pretest study was asked to read the selected story with the title of The Elephant s Child by Rudyard Kipling from Family and Friends 5 Class Book 2ndEdition by Tamzin Thompson and wrote its summary. In the first group, the teacher provided corrective feedback on the observed grammatical errors while revising their drafts. In the second group, the same procedure was conducted but with the cooperation from the peers who worked in teams and revised one another’s drafts under the teacher’s supervision. The results demonstrated that teacher corrective feedback significantly affected the written reproduction of stories over time and teacherled peer corrective feedback negatively affected the written reproduction of stories. On implication side, the paper discusses the applications of the findings for the instruction of L2 writing in educational settings

کلیدواژه ها:

Corrective feedback ، Teacher corrective feedback ، Teacher-led peercorrective feedback ، Writing in EFL Context ، Focus on form simple past tense