Effective Feedback in Second Language Acquisition: Oral Feedback vs. Written Feedback
Journal Title: International Research Journal of Applied and Basic Sciences - Year 2016, Vol 10, Issue 2
Abstract
The role of corrective feedback (CF) is debated in second language acquisition (SLA). It has not been unequivocally shown that corrective feedback is effective in SLA, in particular not in the case of on-line processing, as in writing second language (L2) proficiency. Hence, the way in which it is provided for the learners should be taken into account as it makes an impact on the learners' comprehension of the presented comments (Ferris, 2003; Thonus, 2002). The central question in this project is whether oral or written feedback has a significant effect on increasing the knowledge of EFL learners‘writing production. Based on this, the present study aimed at identifying the types of teacher corrective feedback based on its form and purpose, investigating the effects of different types of teacher corrective feedback on Iranian EFL learners‘ writings and determining the types of revisions that the language learners make to their writings as a result of TCF they receive. To this end, this study was conducted among 58 advanced EFL learners studying General English classes. The present study has qualitative and quantitative- explored fifty EFL learners‘ preferences for receiving error feedback on different grammatical units as well as their beliefs about teacher feedback strategies. Finally, the findings of the study show that the L2 learners‘level of writing ability influences by written feedback on errors pertinent to particular grammatical units and their writing performance.
Authors and Affiliations
Ali Morshedi Tonekaboni| Young Researchers and Elite Club, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
Keywords
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