The Effects of Oral vs. Written Corrective Feedback on Iranian EFL Learners' Essay Writing
The Effects of Oral vs. Written Corrective Feedback on Iranian EFL Learners' Essay Writing
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口头与书面纠正反馈对伊朗英语学习者论文写作的影响
DOI：
10.17507/tpls.0508.09
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Farhad Tayebipour
中科院分区：
文献类型：
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作者：
M. Sobhani;Farhad Tayebipour
本研究试图调查不同类型的纠正反馈对伊朗英语学习者论文写作的影响。为此，我们研究了两种反馈类型（即口头反馈（OF）和书面反馈（WF））的学习者表现，每种反馈又分为两个子类别（重点和非重点）。为了进行这项研究，采用了两项写作任务作为数据收集工具来衡量学习者的论文写作技巧。参与者是设拉子语言学院的 75 名伊朗女性中低级英语学习者。他们被要求根据两个相似但不相同的图画故事写两篇文章作为前测和后测。每个参与者的写作都根据目标结构进行了纠正，即过去时、标点符号和大小写。使用配对样本 t 检验、独立样本 t 检验和方差分析。结果表明，三种类型的反馈，即口头反馈（有重点和无重点）和书面反馈（有重点）在后测中显着有效，而书面无重点反馈则不然。换句话说，由于收到这三种类型的反馈，参与者在后测中的表现表现出统计上的显着差异。
This study was an attempt to investigate the effect of different types of corrective feedback on Iranian EFL learners’ essay writing. To this end, the performance of the learners as a result of two types of feedback, that is, oral feedback (OF) and written feedback (WF), and each with two subcategories (focused and unfocused) was studied. To conduct the study, two writing tasks were employed as data collection instruments to measure the learners’ essay writing skill. The participants were 75 Iranian female low-intermediate EFL learners at a language institute in Shiraz. They were asked to write two essays as pretest and posttest on the basis of two similar but not identical picture stories. Each and every participant’s writing was corrected in terms of the target structures, that is, past tense, punctuation, and capitalization. Paired samples t-test, independent samples t-test, and ANOVA were utilized. The results indicated that three types of feedback, namely, oral feedback (both focused and unfocused) and written feedback (focused) were significantly effective in the posttest whereas the written unfocused feedback was not. In other words, the participants showed a statistically significant difference in their performance in the posttest as a result of receiving these three types of feedback.