Abstract
The effectiveness of providing Corrective Feedback (CF) on L2 writing has long been a matter of considerable debate. A growing body of research has been conducted to investigate the value of various types of CF on improving grammatical accuracy in the writing of English as a second or foreign language. This article is mainly concerned with the role of Corrective Feedback (CF) in developing the L2 writers’ ability to produce an accurate text, and argues that CF is considered to be one of the fundamental techniques in teaching second language (L2) writing. Bearing this in mind, it attempts to maintain the effectiveness of CF on the L2 students’ abilities to develop the accuracy of their written output. This topic has recently produced a significant interest among both teachers and researchers in the areas of L2 writing and second language acquisition. A key issue to be addressed is the degree to which CF effectively helps the second language writers obtain long-term accuracy. Currently, the author of this paper has been conducting a PhD study on the effect of direct and indirect corrective feedback on the academic writing accuracy of Kurdish EFL university students, and the data was collected from writing testing samples (pre-test, post-test and delayed post-test) produced by105 undergraduate students of English department from two public universities. The results could be obtained from the study should have important implications for L2 writing practitioners and researchers.
Highlights
It is generally assumed that writing in the English language is one of the most difficult tasks for L2 writers to accomplish (Gedion, Tati & Peter, 2016; Almasi & Tabrizi, 2016)
The author of this paper has been conducting a PhD study on the effect of direct and indirect corrective feedback on the academic writing accuracy of Kurdish EFL university students, and the data was collected from writing testing samples produced by105 undergraduate students of English department from two public universities
Many research studies on corrective feedback in L2 writing have examined the correlation between error correction and writing performance
Summary
It is generally assumed that writing in the English language is one of the most difficult tasks for L2 writers to accomplish (Gedion, Tati & Peter, 2016; Almasi & Tabrizi, 2016). The effectiveness of CF on the students’ abilities to develop their writing accuracy has long been a subject of debate (Kim & Kim, 2011). Even though this topic is of interest to both writing practitioners and researchers, the debate about the role of CF in helping L2 writers to become successful in self-editing is far from being settled (Tootkaboni & Khatib, 2014). Revewing a number of studies, the main aim of this article is to explain how CF in L2 teaching of English writing could be used to help students improve their accuracy in the long-term. The efficacy of both direct and indirect CF is investigated in light of the findings of several studies on L2 writing error feedback
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