The role of teacher’s corrective feedback in improving Iranian EFL learners’ writing accuracy over time: is learner’s mother tongue relevant?
Saved in:
| 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] |
| Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 36165013 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: The role of teacher’s corrective feedback in improving Iranian EFL learners’ writing accuracy over time: is learner’s mother tongue relevant? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rahimi%2C+Mohammad%22">Rahimi, Mohammad</searchLink><relatesTo>1</relatesTo><i> rahimim@shirazu.ac.ir</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. Feb2009, Vol. 22 Issue 2, p219-243. 25p. 7 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Rhetoric+research%22">Rhetoric research</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+feedback%22">Psychological feedback</searchLink><br />*<searchLink fieldCode="DE" term="%22Native+language+%26+education%22">Native language & education</searchLink><br />*<searchLink fieldCode="DE" term="%22Program+effectiveness+%28Education%29%22">Program effectiveness (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Errors%22">Errors</searchLink><br />*<searchLink fieldCode="DE" term="%22Remedial+teaching%22">Remedial teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Quantitative+research%22">Quantitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Iranian+students%22">Iranian students</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=36165013 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11145-008-9139-5 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 219 Subjects: – SubjectFull: Rhetoric research Type: general – SubjectFull: Psychological feedback Type: general – SubjectFull: Native language & education Type: general – SubjectFull: Program effectiveness (Education) Type: general – SubjectFull: Teacher-student relationships Type: general – SubjectFull: Errors Type: general – SubjectFull: Remedial teaching Type: general – SubjectFull: Quantitative research Type: general – SubjectFull: Iranian students Type: general – SubjectFull: Psychology Type: general Titles: – TitleFull: The role of teacher’s corrective feedback in improving Iranian EFL learners’ writing accuracy over time: is learner’s mother tongue relevant? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rahimi, Mohammad IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2009 Type: published Y: 2009 Identifiers: – Type: issn-print Value: 09224777 Numbering: – Type: volume Value: 22 – Type: issue Value: 2 Titles: – TitleFull: Reading & Writing Type: main |
| ResultId | 1 |
