Abstract
A number of studies has investigated whether definite types of written corrective feedback combinations of different types are more beneficial than others. It seems that teaching writing and giving feedback to students’ written task accuracy is an important task for teachers, so this study tried to investigate the effects of different types of feedback (implicit focus on form, explicit focus on form and explicit focus on forms) on EFL learners’ writing. For this purpose, 45 learners of a total number of 90 low intermediate learners studying at Meraj high school in Ardabil were chosen based on their placement test. Initially to make sure that subjects were homogenous, all of them took the Nelson placement test. Results of the test indicated that all of the participation was homogenous. The 45 learners thus were divided into three groups and each of the groups were received feedback through one of the three forms of above mentioned At the end of the treatment, the participants in three groups were given a writing posttest. T-Tests and One-way ANOVA were used to test the hypotheses. The results of t-tests showed all types of feedback were effective in improving written accuracy and result of Anova (post hoc) showed that there were significant differences between groups and explicit focus on form outperformed than other types of feedback.
Highlights
According to Chaudron (1988) corrective feedback is one of the most long-standing efforts of research into teacherstudent interaction with mixed results
In the literature of language teaching and learning, several studies have been conducted on the effectiveness of various types of writing feedback, for example, explicit versus implicit, Focus on Form (FonF) versus Focus on FormS (FonFS) feedbacks, but there are some kinds of gap in the literature with regard to combinations of the two
Lew (2007) asks this question: How may findings regarding the combined strength of explicit teaching and implicit learning through strong input exposure impact the choice between FonF instruction and a FonFs approach? the present study tried to fill the existing gap in the literature and investigate the effects of combining explicit-implicit with FonF-FonFS on EFL learners' written performance in terms of accuracy
Summary
According to Chaudron (1988) corrective feedback is one of the most long-standing efforts of research into teacherstudent interaction with mixed results. There is a debate among the second language teachers about what kind of feedback is effective for L2 learners writing skill. Due to importance of writing feedback, many studies have been done to investigate different types of it. In the literature of language teaching and learning, several studies have been conducted on the effectiveness of various types of writing feedback , for example, explicit versus implicit, Focus on Form (FonF) versus Focus on FormS (FonFS) feedbacks , but there are some kinds of gap in the literature with regard to combinations of the two. The present study tried to fill the existing gap in the literature and investigate the effects of combining explicit-implicit with FonF-FonFS on EFL learners' written performance in terms of accuracy In the literature of language teaching and learning, several studies have been conducted on the effectiveness of various types of writing feedback , for example, explicit versus implicit, Focus on Form (FonF) versus Focus on FormS (FonFS) feedbacks , but there are some kinds of gap in the literature with regard to combinations of the two. Lew (2007) asks this question: How may findings regarding the combined strength of explicit teaching and implicit learning through strong input exposure impact the choice between FonF instruction and a FonFs approach? the present study tried to fill the existing gap in the literature and investigate the effects of combining explicit-implicit with FonF-FonFS on EFL learners' written performance in terms of accuracy
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