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Al-Hazzani, Nahla; Altalhab, Sultan – International Journal of Education and Literacy Studies, 2018
Saudi students encounter many problems in writing skill as several studies revealed (e.g.Alhazmi, 2006; Alsamdani, 2010). Providing effective and useful feedback may help to overcome these challenges. Therefore, this study examines the effect of teachers' written corrective feedback on female Saudi EFL students' written essays and to what extent…
Descriptors: Error Correction, Feedback (Response), Writing Evaluation, Pretests Posttests
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Bonilla López, Marisela; Steendam, Elke; Speelman, Dirk; Buyse, Kris – Language Learning, 2018
This study investigated the potential of comprehensive corrective feedback forms as editing and learning tools and examined their effect on learners' cognitive and attitudinal engagement. Low-intermediate second language writers (N = 139) were randomly assigned to four experimental conditions (direct corrections of grammatical errors,…
Descriptors: Feedback (Response), Second Language Learning, Second Language Instruction, Error Correction
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Chehr Azad, Mohammad Hassan; Farrokhi, Farahman; Zohrabi, Mohammad – International Journal of Instruction, 2018
The current study was an attempt to investigate the effects of different corrective feedback (CF) conditions on Iranian EFL learners' spoken accuracy and fluency (AF) and the trade-off between them. Consequently, four pre-intermediate intact classes were randomly selected as the control, delayed explicit metalinguistic CF, extensive recast, and…
Descriptors: Feedback (Response), Accuracy, Error Correction, Hypothesis Testing
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Wang, Xin – World Journal of Education, 2017
Scholars debate whether corrective feedback contributes to improving L2 learners' grammatical accuracy in writing performance. Some researchers take a stance on the ineffectiveness of corrective feedback based on the impracticality of providing detailed corrective feedback for all L2 learners and detached grammar instruction in language…
Descriptors: Feedback (Response), Error Correction, English (Second Language), Second Language Learning
Caras, Allison Marie – ProQuest LLC, 2017
There is an ongoing debate as to whether written corrective feedback (WCF) is effective for the improvement of adult second language (L2) writers' accuracy. Ever since Truscott (1996, 1999) began arguing against grammar correction in L2 writing courses, researchers have challenged his position (i.e. below). Although most of these studies show WCF…
Descriptors: Second Language Learning, Second Language Instruction, Spanish, Accuracy
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Livingston, Sue; Toce, Andi; Casey, Toce; Montoya, Fernando; Hart, Bonny R.; O'Flaherty, Carmela – English Language Teaching, 2018
This study first briefly describes an instructional approach to teaching grammar known as X-Word Grammar and then compares its effectiveness in assisting students in achieving grammatical accuracy with traditionally taught grammar. Two groups of L2 pre-college students were taught using curricula and practice procedures in two different grammar…
Descriptors: Grammar, Teaching Methods, Accuracy, Essays
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Khanlarzadeh, Mobin; Nemati, Majid – Iranian Journal of Language Teaching Research, 2016
The effectiveness of written corrective feedback (WCF) in the improvement of language learners' grammatical accuracy has been a topic of interest in SLA studies for the past couple of decades. The present study reports the findings of a three-month study investigating the effect of direct unfocused WCF on the grammatical accuracy of elementary…
Descriptors: Grammar, Control Groups, Pretests Posttests, Experimental Groups
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Shintani, Natsuko; Aubrey, Scott – Modern Language Journal, 2016
This study extends research on written corrective feedback (CF) by investigating how timing of CF affects grammar acquisition. Specifically, it examined the relative effects of synchronous and asynchronous CF on the accurate use of the hypothetical conditional structure. Participants were 68 intermediate-level students of English at a university…
Descriptors: Error Correction, Feedback (Response), English (Second Language), Second Language Learning
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Nazari, Nastaran – International Journal of Instruction, 2014
This paper aims to explore the Iranian EFL (English as a Foreign Language) learners' ability to gain grammatical accuracy in their writing by noticing and correcting their own grammatical errors. Recent literature in language acquisition has emphasized the role of implicit tasks in encouraging learners to develop autonomous language learning…
Descriptors: Writing Improvement, Grammar, Accuracy, Role
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Shirazi, Masoumeh Ahmadi; Shekarabi, Zeinab – Iranian Journal of Language Teaching Research, 2014
This study is an attempt to investigate the effect of direct and indirect feedback on the writing performance of Iranian learners of Japanese as a foreign language. During one academic semester, three indirect feedback types including underlining, coding and translation were used as well as direct type of feedback in order to see which one makes a…
Descriptors: Foreign Countries, Second Language Learning, Second Language Instruction, Japanese
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Farrokhi, Farahman; Sattarpour, Simin – World Journal of Education, 2012
The present article reports the findings of a study that explored(1) whether direct written corrective feedback (CF) can help high-proficient L2 learners, who has already achieved a rather high level of accuracy in English, improve in the accurate use of two functions of English articles (the use of "a" for first mention and…
Descriptors: Grammar, English (Second Language), Second Language Instruction, Accuracy