Abstract
The aim of the current study was to investigate the impact of indirect corrective feedback on promoting Iranian high school students’ spelling accuracy in English (as a foreign language). It compared the effect of direct feedback with indirect feedback on students’ written work dictated by their teacher from Chicken Soup for the Mother and Daughter Soul. The study was conducted at the gifted girls’ high school in Saveh, Iran. A sample of 56 high school sophomores was randomly assigned to two equal groups of 28. Group 1 (the direct feedback group) and Group 2 (the indirect feedback group) were treated differently regarding their spelling errors for five weeks. Statistical analysis based on GLMRM test revealed that indirect feedback was more effective than direct feedback in rectifying students’ spelling errors.
Highlights
English is the main language for international communication in different fields including commerce, industry, politics and education
Statistical analysis based on GLMRM test revealed that indirect feedback was more effective than direct feedback in rectifying students’ spelling errors
To round up the results obtained, this study shows a beneficial role of self-correction led by teachers in promoting the accuracy of spelling of high school students
Summary
English is the main language for international communication in different fields including commerce, industry, politics and education. This is the major reason why millions of language learners all over the world are striving to improve their English language proficiency. Poor spelling can have drastic effects on writing. It makes writing a labored activity with regular interruptions to the thought process by excessive attention to spelling (Moats, 2000, cited in El-Dakhs & Mitchell, 2011). Poor speller may restrict what they write to words they can spell which leads to loss of verbal power and sometimes incoherent pieces of writing (Moats, 2006)
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