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The role of teacher’s corrective feedback in improving Iranian EFL learners’ writing accuracy over time: is learner’s mother tongue relevant?

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Title: The role of teacher’s corrective feedback in improving Iranian EFL learners’ writing accuracy over time: is learner’s mother tongue relevant?
Authors: Rahimi, Mohammad1 rahimim@shirazu.ac.ir
Source: Reading & Writing. Feb2009, Vol. 22 Issue 2, p219-243. 25p. 7 Charts.
Subject Terms: *Rhetoric research, *Psychological feedback, *Native language & education, *Program effectiveness (Education), *Teacher-student relationships, *Errors, *Remedial teaching, Quantitative research, Iranian students, Psychology
Abstract: The purpose of the present study was to investigate the impact of feedback on writing accuracy over time and examine the relevance of the students’ mother tongue to the feedback effect. To this end, the study compared two groups of Iranian English majors ( N = 56) over a period of four months: one with indirect grammar feedback and the other with no grammar feedback whatsoever. The results of the study did not show a significant effect for the teachers’ feedback. However, the results showed a main effect for practice and the interaction of practice and feedback as a result of which both groups improved their writing accuracy over the course of one semester, with the feedback group making more improvement. The results also showed significant differences between the two groups in reducing their errors in various grammatical categories. The study further revealed that the success ratio of error reduction in each category was highly sensitive to cross-linguistic differences. The students’ views, elicited after the study, support the findings obtained from the analysis of the quantitative data. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
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Abstract:The purpose of the present study was to investigate the impact of feedback on writing accuracy over time and examine the relevance of the students’ mother tongue to the feedback effect. To this end, the study compared two groups of Iranian English majors ( N = 56) over a period of four months: one with indirect grammar feedback and the other with no grammar feedback whatsoever. The results of the study did not show a significant effect for the teachers’ feedback. However, the results showed a main effect for practice and the interaction of practice and feedback as a result of which both groups improved their writing accuracy over the course of one semester, with the feedback group making more improvement. The results also showed significant differences between the two groups in reducing their errors in various grammatical categories. The study further revealed that the success ratio of error reduction in each category was highly sensitive to cross-linguistic differences. The students’ views, elicited after the study, support the findings obtained from the analysis of the quantitative data. [ABSTRACT FROM AUTHOR]
ISSN:09224777
DOI:10.1007/s11145-008-9139-5