The influence of direct explicit written feedback on the writing performance of the Iranian students

چکیده مقاله

Writing feedback on students’ writing errors can be regarded as one of the major tools used for enhancing English language learning and teaching. Corrective feedback (CF) as any feedback provided to a learner, from any source that contains evidence of learner error of language form which can be oral or written, explicit or implicit. This study investigated the type of feedback (direct, explicit written feedback and student–researcher 5 minute individual conferences; direct, explicit written feedback only; no corrective feedback) given to 55 students on three types of error (prepositions, the past simple tense, and the definite article) resulted in improved accuracy in new pieces of writing over a 12 week period. The study found a significant effect for the combination of written and conference feedback on accuracy levels in the use of the past simple tense and the definite article in new pieces of writing but no overall effect on accuracy improvement for feedback types when the three error categories were considered as a single group

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