Effect of Metalinguistic Teacher Corrective Feedback on Writing Performance of Iranian EFL Learners
This study was set out within the process-oriented framework to identify the extent to which the metalinguistic corrective feedback contributed to writing performance of the Iranian EFL learners better, and also to compare the effectiveness of two types of metalinguistic feedback, error codes feedback and description feedback on students’ writing improvement. The participants were 69 female students at a high school in Eghlid, Iran. At the beginning of the course, students were randomly assigned to the control, no-feedback, group and two experimental groups, one receiving error code feedback and one receiving description feedback. During the course, the teacher provided different forms of corrective feedback (explanation, error code, no feedback) on students’ writings. All the writings produced throughout the term were scored using the Writing Rating Scale developed by Gassner et al. (2007). The first writing assignments were used as the pretest and the last writing assignments were used as the posttest, which were then compared through three paired t-tests. Then, to see if the mean difference is significant, ANOVA and a post-hoc Sheffe test were run. An independent t-test was also performed between the posttests of the description and error code groups to determine which mode of metalinguistic feedback is more effective. Results showed that the metalinguistic TCF, especially description mode, had a positive influence on the writing improvement of the Iranian EFL students.
Mohammad Amin Sorahi,
Effect of Metalinguistic Teacher Corrective Feedback on Writing Performance of Iranian EFL Learners, International Journal of Language and Linguistics. Special Issue: Innovations in Foreign Language Teaching.
Vol. 2, No. 6-1,
2014, pp. 54-63.
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