Title of article :
The Long-Term Effect of Implicit and Explicit Corrective Feedback on Accuracy of EFL Learners’ Descriptive Writing Skill
Author/Authors :
خوش سيما، هوشنگ 1336 نويسنده علوم انساني , , جهاني فريد، معصومه نويسنده كارشناس ارشد دانشگاه دريانوردي چابهار Jahani Farid, Ma’souma
Issue Information :
دوفصلنامه با شماره پیاپی 0 سال 2012
Abstract :
Since the emergence of the process-oriented approach to second language writing instruction two main questions have been what and how error feedback should be given to the students. The question of whether teachers should provide feedback on grammar in the writing assignments of English as a foreign language students, and if so how, has been a matter of considerable debate in the field of second language writing. The present study investigated the possible effect of implicit and explicit corrective feedback on descriptive writing accuracy of Iranian intermediate EFL learners (N=39) in Hamedan Islamic Azad University. Two groups were selected: explicit corrective feedback group (N=22) and implicit corrective feedback group (N=17). They received corrective feedback on three grammatical structures. The results showed that written corrective feedback can lead to writing accuracy improvement in the short-term, but it may be unhelpful in the long-run.
Journal title :
Iranian Journal of Applied Language Studies (IJALS)
Journal title :
Iranian Journal of Applied Language Studies (IJALS)