Abstract
One of the prevailing questions in English as a second/foreign language (ESL/EFL) writing instruction is the most effective way of giving feedback to students' errors. This study attempted to probe the effect of the combination of portfolio and small-group conferencing procedure on writing accuracy of students' compositions compared with an exclusive portfolio procedure. Participants were two groups of 48 female intermediate EFL students at two Iranian language institutes. The control group comprising 26 students received indirectly coded written feedback in multiple drafts of portfolio, while the experimental group consisting of 22 students received a combined indirectly coded written feedback in portfolio as well as oral feedback through conferencing. Fifteen codes each representing a specific kind of error were used for the indication of the errors made by the students of both groups in their drafts of in-class writing composition tests during the four-month treatment period. The results suggest that the treatments in both groups enhanced students' writing accuracy, but the combination of portfolio and conferencing procedure was conducive to a significantly higher accuracy compared to the exclusive portfolio procedure. The findings promise implications for EFL writing courses.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
