Effect of Direct and Indirect Corrective Feedback on Iranian EFL Writers' Short and Long Term Retention of Subject-Verb Agreement

Autor/inn/en	Ghoorchaei, Behrooz; Mamashloo, Fatemeh; Ayatollahi, Mohammad Ali; Mohammadzadeh, Ayesheh
Titel	Effect of Direct and Indirect Corrective Feedback on Iranian EFL Writers' Short and Long Term Retention of Subject-Verb Agreement
Quelle	In: Cogent Education, 9 (2022) 1, Artikel 2014022 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2021.2014022
Schlagwörter	Instructional Effectiveness; Direct Instruction; Error Correction; Feedback (Response); Foreign Countries; English (Second Language); Second Language Learning; Retention (Psychology); Long Term Memory; Short Term Memory; Grammar; Verbs; Adolescents; Writing Instruction; Iran + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Korrektur; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Merkfähigkeit; Langzeitgedächtnis; Kurzzeitgedächtnis; Grammatik; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schreibunterricht
Abstract	Investigations have been too limited and inconclusive to find out whether written corrective feedback improves grammatical accuracy of learners. This study aimed at investigating the comparative effects of direct and indirect corrective feedback on short-term and long-term retention of the subject-verb agreement by Iranian EFL writers. The design of the study was a two group pre-post-test quasi-experimental one. The Participants were 45 male and female learners at the age range of 14 to 16. Their L1 was Turkmen and they were all taking an elementary course at a language school in Gonbad Kavoos, Iran. The participants were assigned to two experimental groups i.e. direct and indirect feedback groups, and one control group. To collect data, a pretest, post-test and a delayed post-test were given to all the groups. One-way Analysis of Variance (ANOVA) was run to test the research hypotheses. The results showed that the types of corrective feedback did not have a significant positive effect on the participants' short-term and long-term retention of subject-verb agreement. Besides, Scheffe post hoc test showed that there was a significant decline in grammatical accuracy of the indirect feedback group in the delayed posttest. The results have some implications for teaching writing in the EFL context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01