Abstract
The purpose of this study was to compare the effects of two types of corrective feedback on EFL learners’ writing skill. Thirty five advanced learners in three groups participated in this study. Structures of written texts were taught in all three classes during fourteen sessions of treatment; and each session, a related topic was given and the learners were asked to write about it. In class A, the learners had to deliver their assignments to the teacher in classroom; then the teacher wrote the corrective notes on their papers and gave their papers back the next session. In class B, students had to write their assignments on their electronic instruments, and after that send written tasks via email to the teacher, and he also sent the corrective comments on their errors through email. In class C, as control group, no corrective feedback was given to learners’ errors in their written tasks. Moreover, in class C, learners were free to deliver their writings whether in class or by email. The obtained results showed both methods to be effective since the scores of both experimental groups were significantly higher than the scores of control group, but electronic feedback was more effective and profitable than traditional type; because scores of the learners in group B (Electronic feedback) were significantly higher than class C (Traditional feedback). Keywords: writing skill, corrective feedback, electronic feedback, traditional feedback
Highlights
Among the major issues raised by classroom SLA research is the controversial question of whether and how to include grammar in second language classrooms (Doughty and Williams, 1998)
There are more communicative approaches and methods for teaching languages, such as Communicative Language Teaching (CLT), which have just emphasized the role of fluency in using the language and proponents of these methods have mentioned that the ultimate goal of language learning is the achievement of an affective level in interpersonal relationships and conduct, i.e., language is viewed as a means of expressing values and judgments about oneself and others and as a means of expression as well
Long (1991) proposed Focus on Form (FonF) instruction as a medium to focus on formS and pure communicative approaches
Summary
Among the major issues raised by classroom SLA research is the controversial question of whether and how to include grammar in second language classrooms (Doughty and Williams, 1998). The early approaches and methods of language teaching, such as Audiolingual method, have emphasized the role of accuracy and have mentioned that errors should be avoided at all costs( focus on formS). If the only focus is on grammatical accuracy, the students will not be able to use the language fluently in real contexts. To the latter set of methods, teachers and researchers have found that learners lack accuracy in using language. According to Fotos (1998) ‘purely communicative instruction alone is inadequate as long as grammatical instruction is neglected.’ Considering these two theoretical extremes, both theories have their own merits and deficiencies. According to Ellis, Basturkmen, and Loewen, (2001) we should stick in mind that with form in FonF instruction, just grammar is not intended and it can be aimed to phonology, vocabulary, discourse, grammar, or even spelling
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