The Effect of Corrective Feedback Strategies via Email on Writing Accuracy Improvement: A Case of Iranian EFL Learners

Farid Mousavi,Amir Mahshanian

doi:10.5901/ajis.2016.v5n3p149

Abstract

Indubitably, The efficacy of feedback has received a great deal of attention in recent years. In this respect the importance of Corrective feedback in learning has taken the notice of scholars. There are various strategies of providing corrective feedback which are the aims of this present article. In addition, student writing in different contexts of ESL/EFL has heightened the need for this study, too. Accordingly, the present study aimed at investigating the provision of corrective feedback on student writing via new media of communication as Email and Microsoft Word software.To this end, from the population of 84 Iranian EFL students of higher intermediate levels, 4 groups of indirect feedback, direct feedback, indirect followed by direct with explicit corrective comments, and no feedback (IF, DF, IDECC, NF) were selected. These groups were observed concerning the impact of feedback each group received the results of this study are in line with the effectiveness of corrective feedback in student writing. The analysis of the data indicated that all three treatment groups achieved better results than the control group after two stages of revisions . Among treatment groups, the IDECC which received instruction of both strategies of providing feedback gained the most impact in the new essay and in a long run. DOI: 10.5901/ajis.2016.v5n3p149

Highlights

Much so the past two decades have witnessed a growing interest of feedback among many researchers and teachers
The significance level of the between group differences from Essay 1 to Revised Essay 1, Revised Essay 2, and Essay 2 was estimated at (.002, .000, .000) respectively. This suggest that there has been obsereved significant difference among the frequency of errors in groups as a result of the provision of corrective feedback, and that the frequency of errors decreased in number from the first to the last stage of writing
This research study aims at bridging the gap in the current literature on the effects of written corrective feedback (WCF) provided by teachers on EFL learner writing accuracy

Summary

Introduction

Much so the past two decades have witnessed a growing interest of feedback among many researchers and teachers. It was assumed that the role of feedback needs to be examined in their writing tasks via new means of providing feedback as email. Findings of a number of research studies (e.g., Kepner 1991, Rob, Ross & Shortreed 1986, Semke 1984, Sheppard 1992, and Sheppard1992) conclude that feedback is neither influential nor usefulness to students while doing their writing tasks. He further contended that the practice of providing feedback in student writing should be avoided and quit. Further studies are needed to reach a more decisive answer to such a sparked debate by these researchers

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