A Case for Direct and Indirect Feedback: The Other Side of Coin
A Case for Direct and Indirect Feedback: The Other Side of Coin
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直接和间接反馈的案例：硬币的另一面
DOI：
10.5539/elt.v5n3p230
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发表时间：
2012
期刊：
影响因子：
--
通讯作者：
S. Mohammadnejad
中科院分区：
文献类型：
--
作者：
Hossein Hashemnezhad;S. Mohammadnejad
在学习英语作为外语时，使用 WCF 是非常有必要的。如果教师和学生能够很好地运用书面反馈，双方都会受益。这项研究考察了在为期 16 周的研究中向 EFL 学生提供的反馈类型。为了当前调查的目的，八十名学生自由注册，他们被随机分配到两个平等治疗组。治疗的核心内容包括让学生每节课写一篇 250 字的作文，让老师为学生的写作提供纠正反馈，并鼓励学生利用反馈在后续写作中应用所学知识。根据统计指标，研究发现CF往往有助于学生识别错误存在的能力。此外，结果还表明，以直接反馈形式进行的形式错误反馈比间接反馈更有益，特别是对于熟练的学习者而言。
The use of WCF is a striking necessity in learning of English as a foreign language. If teachers and students can manipulate well the use of written feedback, both parties will benefit. This research looked at the types of feedback given to EFL students during a16-week study. For the purpose of current survey eighty students enrolled freely where they were randomly assigned into two equal treatment groups. Core components of the treatment included having students write a 250-word composition each session, and having teacher provide students with corrective feedback on their writing, and encourage students to apply what they learned in subsequent writing using feedback. According to the statistical index, the study found that CF often facilitates the student’s ability to identify the existence of an error. Furthermore, the results also revealed that error feedback on form in the form of direct feedback is more beneficial than indirect feedback especially for proficient learners.