Volume 6, Issue 3 (9-2024)
kurmanj 2024, 6(3): 1-6 |
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Beiranvand K. The Effect of Direct and Indirect Corrective Feedback on Iranian EFL Students’ Willingness to Communicate and their Writing Proficienc. kurmanj 2024; 6 (3) :1-6
URL: http://kurmanj.srpub.org/article-2-230-en.html
URL: http://kurmanj.srpub.org/article-2-230-en.html
Master's student in English language education, Iran
Abstract: (46 Views)
Academic writing is a skill which is learned in an academic setting. Learners need frequent feedback in order to improve their writing skill. Considering the importance of the writing skill, the present study investigated the effect of direct and indirect corrective feedback on Iranian EFL learners’ willingness to communicate and their writing proficiency. To this purpose, four intermediate classes from Tehran institute in Khorramabad were chosen. Sixty participants were randomly selected from these four different classes as the samples, which were all female learners and their ages were between 19-22 years old. The researcher administered the Oxford Placement Test (OPT) as the test of language proficiency to make sure that the two groups were homogenized. The homogenized participants were put in two experimental groups. Then, they were given WTC questionnaire. Next, they were given a topic each session to write a paragraph of maximum 100 words. The first group received direct feedback on the writing skill. Here, the teacher clearly indicated that the student's utterance or writing was incorrect and the teacher provided the correct form. In the indirect corrective feedback group, the teacher indicated that an error existed but did not provide the correction. At ten session both experimental groups were given WTC questionnaire once again. The findings were as follows: 1) effectiveness of direct corrective feedback in the WTC of the learners, 2) effectiveness of the indirect corrective feedback in the WTC of the learners, 3) effectiveness of the direct corrective feedback in the composition writing of the learners, 4) effectiveness of indirect corrective feedback in the composition writing of the learners, 5) superiority of the indirect corrective feedback group over the direct corrective feedback group in WTC, and 6) superiority of the direct corrective feedback group in improving the participants' composition writing ability over the indirect corrective feedback group. EFL students and teachers can benefit from the findings of this study
Humanities: Research |
Subject:
English language
Received: 2026/04/13 | Revised: 2024/08/15 | Accepted: 2024/09/4 | Published: 2024/09/4
Received: 2026/04/13 | Revised: 2024/08/15 | Accepted: 2024/09/4 | Published: 2024/09/4
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