Volume 6, Issue 5 (2015)                   IQBQ 2015, 6(5): 235-259 | Back to browse issues page

XML Persian Abstract Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Salimi E A. Differential Effects of Corrective Feedback on the EFL Learners’ Acquisition of Conditionals and Articles. IQBQ. 2015; 6 (5) :235-259
URL: http://journals.modares.ac.ir/article-14-5056-en.html
Assistant Professor of English Language and Literature, Allameh Tabatabai University, Tehran, Iran
Abstract:   (2092 Views)
The present study tries to compare differential effects of two types of written corrective feedback, that is, direct corrective feedback and metalinguistic explanation, on Iranian EFL learner acquisition of English conditional sentences and indefinite articles. During both types of feedback, all learners were given sufficient time to revise their writings in the first time. They were not given such a chance in the second time. Then, their accuracy and precision in writing were assessed. It was found that the all types of feedback were effective in their precision and accuracy in writing conditional sentences. It was further confirmed that the effect of direct corrective feedback was more effective that meta-linguistic explanations. Also, giving the learners more chances to revise and rewrite their texts enhanced the effect of the feedback. The results revealed that if the written feedback is given to multiple syntactic structures at the same time, the learners would most probably concentrate on the one which more meaning focused than form focused. As to complex syntactic structures, direct correction of the learners' errors will produce better results than metalinguistic explanations. 
Full-Text [PDF 486 kb]   (1488 Downloads)    
Article Type: Research Paper | Subject: Education
Received: 2014/10/5 | Accepted: 2014/12/2 | Published: 2015/11/22

Add your comments about this article : Your username or Email: