Impact of In-Text Codes, Post-Text Comments and Uncoded Feedback on Improving Iranian Advanced EFL Learners' Written Grammatical Accuracy
الموضوعات : نکرش جدید در یادگیری زبان انکلیسی
Mahvan Ebrahimzade
1
(Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran)
Mohammadreza Khodareza
2
(Assistant Professor, Department of English Language, Tonekabon Branch, Islamic Azad University, Tonekanon, Iran)
Davood Mashhadi Heidar
3
(Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran)
الکلمات المفتاحية: Keywords: In-text coded feedback, In-text uncoded feedback, Post-text feedback, Writing grammatical accuracy,
ملخص المقالة :
For EFL learners to improve their grammatical accuracy in writing, they need to be provided with corrective feedback. In this regard, coded versus uncoded corrective feedback has remained a rarely explored area and, simultaneously, a controversial issue of investigation in foreign language learning (EFL). To explain such conflicting results, this study investigated the effects of three different types of written corrective feedback: post-text, in-text coded, and in-text uncoded feedback on Iranian advanced EFL learners’ grammatical accuracy in writing. To this end, 55 advanced learners at a language institute in Sari, Mazandaran, Iran, were selected and divided into three experimental groups to receive the three types of aforementioned corrective feedback as their treatment. Then, their writing pretest and posttest collected data were analyzed. The results indicated that all three types of written feedback were effective. However, post-text and in-text coded feedback improved writing accuracy more than uncoded feedback. Since providing learners with corrective feedback can help them improve their writing accuracy, it is essential to consider the most appropriate type of feedback in writing classes.
Ellis, R. (2009). A typology of written corrective feedback types. ELT Journal, 63(2), 97-107. https://doi.org/10.5070/l2.v1i1.9054
Ennis, R. H. (1996). Critical thinking. Argumentation 14(1), 48-55.
Eslami, E. (2014). The effects of direct and indirect corrective feedback techniques on EFL students’ writing. Procedia-Social and Behavioral Sciences, 98, 445-452. https://doi.org/10.1016/j.sbspro.2014.03.438
Fu, Q. K., Zou, D., Xie, H., & Cheng, G. (2024). A review of AWE feedback: Types, learning outcomes, and implications. Computer Assisted Language Learning, 37(1-2), 179-221.
Ghoorchaei, B., Mamashloo, F., Ayatollahi, M. A., & Mohammadzadeh, A. (2022). Effect of direct and indirect corrective feedback on Iranian EFL writers’ short- and long-term retention of subject-verb agreement. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2021.2014022
Herra, A., & Kulińska, A. (2018). The role of feedback in the process of learning English as a foreign language. Forum Filologiczne Ateneum, 1(6)2018, 127–143. https://doi.org/10.36575/2353-2912/1(6)2018.127
Hill, K. (2019). Cognitive Linguistics, Sociocultural Theory and Content and Language Integrated Learning: Researching Development of Polysemous L2 Lexis. Language & Sociocultural Theory, 6(2).
Hyland, K., & Hyland, F. (2006). Feedback on second language students' writing. Language teaching, 39(2), 83-101.
Irwin, B. (2018). Written corrective feedback: student preferences and teacher feedback practices. IAFOR Journal of Language Learning, 3(2). https://doi.org/10.22492/ijll.3.2.02
Jacobs, H. L. (1981). Testing ESL composition: A practical approach. Newbury House.
Kang, E., & Han, Z. (2015). The efficacy of written corrective feedback in improving L2 written accuracy: A meta‐analysis. The modern language journal, 99(1), 1-18.
Karimi, S. H. (2016). Effects of Different Types of Teachers Written Corrective Feedback on Iranian EFL Learners’ Writing Accuracy. Journal of Applied Linguistics and Language Research, 3(2), 216-229.
Kartchava, E. (2019). Noticing oral corrective feedback in the second language classroom: Background and evidence. Rowman & Littlefield.
Kepner, C. G. (1991). An experiment in the relationship of types of written feedback to the development of second-language writing skills. The modern language journal, 75(3), 305-313. https://doi.org/10.1016/j.jslw.2013.03.003
Kim, Y., & Emeliyanova, L. (2021). The effects of written corrective feedback on the accuracy of L2 writing: Comparing collaborative and individual revision behavior. Language Teaching Research, 25(2), 234-255.
Khatib, M., Vaezi, M. N., & Najjarbaghseyah, R. (2018). The role of corrective feedback and learning styles on EFL students’ acquisition of grammatical structures. Iranian Journal of Applied Language Studies, 10(2), 119-148.
Lantolf, J. P., Xi, J., & Minakova, V. (2021). Sociocultural theory and concept-based language instruction. Language Teaching, 54(3), 327-342.
Lee, I. (2019). Teacher written corrective feedback: Less is more. Language Teaching, 52(4), 524-536.
Leow, R. P., & Driver, M. (2021). Cognitive theoretical perspectives of corrective feedback. In Cambridge University Press eBooks (pp. 65–84). https://doi.org/10.1017/9781108589789.004
Li, S., & Vuono, A. (2019). Twenty-five years of research on oral and written corrective feedback in System. System, 84, 93–109. https://doi.org/10.1016/j.system.2019.05.006
Long, M. H. (1996). The role of the linguistic environment in second language acquisition, In: Handbook of second language acquisition (413-468), Academic Press, NY.
Mahn, H., & John‐Steiner, V. (2012). Vygotsky and Sociocultural approaches to teaching and learning. Handbook of Psychology, Second Edition. https://doi.org/10.1002/9781118133880.hop207006
Man, T. W. Y., Berger, R., & Rachamim, M. (2024). A social constructivist perspective on novice entrepreneurial learning in business incubators. International Journal of Emerging Markets, 19(5), 1281-1305.
Mao, Z., Lee, I., & Li, S. (2024). Written corrective feedback in second language writing: A synthesis of naturalistic classroom studies. Language Teaching, 1–29. https://doi.org/10.1017/s0261444823000393
Masrul, M., Erliana, S., Rasyidah, U., & Wicaksono, B. H. (2024). The Effect of Direct and Indirect Written Corrective Feedback on Accuracy and Fluency of University Students' English Writing. World Journal of English Language, 14(2), 388-399.
Mcleod, S. (2024). Vygotsky’s theory of Cognitive Development. Simply Psychology. Retrieved April, 25, 2024.
Melkersson, F., & Annertz, N. (2022). Teachers’ perceptions of written corrective feedback in the English L2 classroom in Sweden.
Modirkhamene, S., Soleimani, M., & Sadeghi, K. (2017). Selective vs. comprehensive grammar correction in writing pedagogy: Counter evidence to Truscott’s view. Applied Research on English Language, 6(2), 193-212.
Mohsen, M. A. (2022). Computer-mediated corrective feedback to improve L2 writing skills: A meta-analysis. Journal of Educational Computing Research, 60(5), 1253-1276.
Nassaji, H. (2017). Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research. Language Teaching Research. https://doi.org/10.1177/1362168816644940
Negahi, M., G Shooshtari, Z., & Vahdat, S. (2022). Exploring the Impact of Unfocused Indirect and Direct Written Feedback on Iranian EFL Students' Implicit and Explicit Knowledge of Grammar. Teaching English Language, 16(1), 89-117.
Nematzadeh, F. & Siahpoosh, H. (2017). The effect of teacher direct and indirect feedback on Iranian intermediate EFL learners’ written performance. Journal of Applied Linguistics and Language Learning, 3(5), 110-116. http://article.sapub.org/10.5923.j.jalll.20170305.02.html
Nusrat, A., Ashraf, F. & Narsy-Combes, M. (2019). Effect of direct and indirect teacher feedback on accuracy of English writing: A quasi-experimental study among Pakistani undergraduate students. The Southeast Asian Journal of English Language Studies, 25(4), 84-98. http://dx.doi.org/10.17576/3L-2019-2504-06
Omar, N. H., & Shamsudin, M. K. (2022). Improving second language learners writing using a linguistic feedback tool (LiFT). DOI:10.6007/IJARBSS/v12-i9/14503
Paulina, S. (2024). THE EFFECTIVENESS OF DIRECT WRITTEN CORRECTIVE FEEDBACK IN TEACHING WRITING SKILL. JIP: Jurnal Ilmu Pendidikan, 2(6), 868-876.
Rahimi, M. (2021). A comparative study of the impact of focused vs. comprehensive corrective feedback and revision on ESL learners’ writing accuracy and quality. Language Teaching Research, 25(5), 687-710.
Rahmati, M., & Rahimy, R. (2016). The Effect of Sentence-Writing Practice on Iranian low-intermediate EFL Learners’ L2 Grammatical Accuracy. Journal of Teaching English Lnaguage Studies, 4(4), 41-51.
Rasool, U., Qian, J., & Aslam, M. Z. (2024). Understanding the Significance of EFL Students’ Perceptions and Preferences of Written Corrective Feedback. SAGE Open, 14(2), 21582440241256562.
Razmi, M. H., & Ghane, M. H. (2024). The impact of written corrective feedback on students’ writing performance, self-efficacy, and anxiety. Journal of Writing Research.
Robb, T., Ross, S., & Shortreed, I. (1986). Salience of feedback on error and its effect on EFL writing quality. TESOL quarterly, 20(1), 83-96. http://dx.doi.org/10.2307/3586390
Sattarpour, S., Ghassab Sahebkar, R., & Pourebrahim, F. (2023). The Differential Effects of Direct and Indirect Corrective Feedback on Impulsive and Reflective EFL Learners’ Writing Accuracy. Journal of English Language Teaching and Learning, 15(31), 166-183.
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158. https://doi.org/10.1093/applin/11.2.129
Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. Attention and awareness in foreign language learning, 9, 1-63.
Schmidt, R. (2010). Attention, awareness, and individual differences in language learning. In W. M. Chan, S. Chi, K. N. Cin, J. Istanto, M. Nagami, J. W. Sew, T. Suthiwan, & I. Walker, Proceedings of Clasic 2010, Singapore, December 2-4 (pp. 721-737). Singapore: National University of Singapore, Centre for Language Studies.
Semke, H. (1984). The effect of the red pen. Foreign Language Annals, 17 (3), 195-202.
https://doi.org/10.1111/j.1944-9720.1984.tb01727.x
Sheppard, K. (1992). Two feedback types: Do they make a difference? RELC journal, 23(1), 103-110.
Shin, H. W. (2024). Comparative analysis of written corrective feedback strategies: a linear growth modeling approach. International Review of Applied Linguistics in Language Teaching, 62(2), 599-621.
Sihombing, R. A. L. (2023). The Effect of Direct and Indirect Corrective Feedback Techniques on EFL Students’ Writing Skill at the EightGrade of SMP 37 Medan.
Shirotha, F. B. (2016). The effect of indirect written corrective feedback on students’ writing accuracy. Journal on English as a Foreign Language, 6(2), 101-118.
Sun, S. (2013). Written corrective feedback: Effects of focused and unfocused grammar correction on the case acquisition in L2 German (Doctoral dissertation, University of Kansas). Retrieved from http://hdl.handle.net/1808/12284
Sunara, S. (2018). Effects of explicit instruction and corrective feedback on the acquisition of the French accentual phrase by native speakers of English. University of Toronto (Canada).
Swain, J, Gray, C., Turner, R., Rutt, L., Hulme, S., & Pomeroy, R. (2013). A social constructivist approach to introducing skills for employment to foundation degree students. Research in Post-Compulsory Education, 18(3), 280-296.
https://doi.org/10.1080/13596748.2013.819268
Thananchai, P., & Padgate, W. (2018). The effects of direct and indirect corrective feedback on grammatical improvement in journal writing of grade 9 students in a thai school. Journal of Education and Social Sciences, 11(1), 19-27.
Thi, N. K., & Nikolov, M. (2021). How teacher and grammarly feedback complement one another in Myanmar EFL students’ writing. ˜the œAsia-Pacific Education Researcher, 31(6), 767–779. https://doi.org/10.1007/s40299-021-00625-2
Vahdat, S., & ِDaneshkhah, N. (2019). Comparison of the effects of written corrective feedback and task-complexity manipulation on the grammatical accuracy of EFL learners’ writing. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 37(4), 167-194.
Valentin-Rivera, L. E., & Yang, L. (2021). The effects of digitally mediated multimodal indirect feedback on narrations in L2 Spanish writing: Eye tracking as a measure of noticing. Languages, 6(4), 159.
Van Beuningen, C. G. De Jong, N. H. and Kuiken, F. (2012) Evidence on the effectiveness of comprehensive error correction in second language writing. Language Learning, 62 (1), pp. 1-41. https://doi.org/10.6018/ijes/2010/2/119171
Van Ha, X., Nguyen, L. T., & Hung, B. P. (2021). Oral corrective feedback in English as a foreign language classrooms: A teaching and learning perspective. Heliyon, 7(7), e07550. https://doi.org/10.1016/j.heliyon.2021.e07550
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes Cambridge, Mass.: Harvard University Press.
White, R., & McGovern, D. (1994). Writing. Hertfordshire. http://uefap.com/materials/history/eas_writ.pdf
Wahyuni, S. (2017). The Effect of Different Feedback on Writing Quality of College Students with Different Cognitive Styles. Dinamika Ilmu, 39–58. https://doi.org/10.21093/di.v17i1.649
Wondim, B. M., Bishaw, K. S., & Zeleke, Y. T. (2024). Effectiveness of teachers' direct and indirect written corrective feedback provision strategies on enhancing students’ writing achievement: Ethiopian university entrants in focus. Heliyon, 10(2).
Yu, S., & Liu, C. (2021). Improving student feedback literacy in academic writing: An evidence-based framework. Assessing Writing, 48, 100525.
Zapata, A., & Almeida, E. (2022, November). Written Corrective Feedback: A Case Study of the Effectiveness of Direct, Indirect Coded, and Indirect Uncoded Feedback. In International Conference on Applied Technologies (pp. 226-236). Cham: Springer Nature Switzerland.
