مطالب مرتبط با کلیدواژه

Direct Feedback


۱.

The Comparative Effect of Direct and Indirect Corrective Feedback in Process-Based Vs. Product-Based Writing Instruction on EFL Learners` Writing Performance(مقاله پژوهشی دانشگاه آزاد)

کلیدواژه‌ها: Direct Feedback Indirect Feedback Process-Based Instruction Product-Based Instruction Writing Ability second language learning

حوزه های تخصصی:
تعداد بازدید : ۳۷۱ تعداد دانلود : ۳۱۹
This study attempted to systematically inspect the impact of direct and indirect corrective feedbacks on the writing ability of EFL learners when using product/process based instructions. To do so, 110 female EFL learners, between the ages of 15 and 18, were randomly assigned into four experimental groups to receive four different kinds of treatments, namely product-based instruction with direct feedback, product-based instruction with indirect feedback, process-based instruction with direct feedback, and process-based instruction with indirect feedback. The treatment took 10 sessions. Analyzing the results of the two writing tests (pretest and posttest) showed that direct feedback had significant effects on EFL learners' writing in process-based instruction and product-based instruction but indirect feedback failed to show any significant effect on EFL learners' writing in both process-based instruction and product-based instruction. The results also indicated that direct feedback had significantly better impact on EFL learners writing in the process-based instruction than product-based one. 
۲.

Comparison of the effects of Written Corrective Feedback and Task-complexity Manipulation on the Grammatical Accuracy of EFL Learners’ Writing(مقاله علمی وزارت علوم)

کلیدواژه‌ها: Written Corrective Feedback Task manipulation Grammatical accuracy Direct Feedback Indirect Feedback

حوزه های تخصصی:
تعداد بازدید : ۳۸۲ تعداد دانلود : ۲۴۸
This study compared the effects of teacher-provided written corrective feedback and manipulation of resource-directing dimensions of task cognitive-complexity along +/- Here and Now condition on the grammatical accuracy of Iranian EFL learners’ writing products. There were 45 participants in the study who were randomly assigned to three experimental groups. All the participants were first given a prompt for the pre-test of writing, and then each group received its own intervention (direct written corrective feedback, indirect written corrective feedback, and task manipulation) for four sessions during four weeks. Subsequently, all the groups took the pre-test prompt of writing for their post-test performance after which the data were collected for the statistical analyses and fed into SPSS. The findings of the study confirmed the significant effects of direct written corrective feedback on increasing the grammatical accuracy of learners’ writings. There were implications, then, based on the results, highlighting the role of meaningful context of task application in the classroom.