Abstract
This study tries to answer some ever-existent questions in writing fields regarding approaching the most effective ways to give feedback to students' errors in writing by comparing the effect of error correction and error detection on the improvement of students' writing ability. In order to achieve this goal, 60 pre-intermediate English learners were randomly divided into two groups: the first one was Direct Feedback Group, receiving feedback on their writing through error correction (DFG) and the other one was Indirect Feedback Group (IFG), receiving feedback in their writing through error detection along with the codes. The learners were taking English classes in a private English center and were supposed to self-correct and hand in their writings when received indirect error feedback. The results suggested that error detection along with the codes led to better improvement in the learners’ writing than the error correction treatment.
Highlights
Providing feedback to students’ writing errors has always been one of the teachers’ difficult tasks
Ferris (2002) claimed that error correction is widely seen by teachers and students as an important factor in improvement of the writing ability
Our research question was answered in affirmative in favor of indirect or coded feedback group, using coded feedback was shown to exert a positive effect on the writing ability improvement of the learners compared to direct ones
Summary
Providing feedback to students’ writing errors has always been one of the teachers’ difficult tasks. Some other studies (Cohen, 1987; Ferris and Roberts, 2001) pointed to the importance of accuracy and error correction in students’ writings and the students’ willingness to receive feedback on their errors. Fathman and Wally (1990) in a study investigated the effect of error feedback on students’ improvement in writing. They compared groups who received error feedback to those receiving little - if any- feedback. They found out that the groups obtaining error feedback did much better in grammatical writing than those receiving little- if anyfeedback on their writings
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