Dr. Mahboobeh Saadat & Zahra Kheradmand Saadi, Shiraz University
The present study was conducted to compare the impact of direct and metalinguistic corrective feedback aimed at improving Iranian EFL learners’ writing accuracy on their grammatical knowledge. The participants were a convenient sample of students in two intact writing classes. The instruction provided in both groups was similar; however, the students in one group received direct feedback and the students in the other group received metalinguistic feedback in the form of error codes on writing accuracy (i.e., grammar, vocabulary, and punctuation) in their in-class written texts. Moreover, all the students took a grammar test serving as pre- and posttests before and after the treatment. In addition to the computation of gain scores, descriptive statistics and a mixed between-within subjects ANOVA were run to analyze the data. Descriptive statistics revealed that the grammatical knowledge of the learners in both groups developed as a result of the two types of feedback; nonetheless, there was not a statistically significant difference between the students’ performance on the grammar test before and after the treatment. Furthermore, although the direct feedback seemed to be more effective in improving grammatical knowledge, no statistically significant difference was found between the two groups’ gain scores on the grammar test.
The above abstract is part of the article which was accepted at The First National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 5-6 March 2015 , Iran-Ahwaz.