The Effect of Focused and Unfocused Written Corrective Feedback on Written Performance of Iranian Intermediate Learners

Akbari Birgani, Azam and Saeedakhtar, Afsaneh and Abdi, Reza (2017) The Effect of Focused and Unfocused Written Corrective Feedback on Written Performance of Iranian Intermediate Learners. Masters thesis, University of Mohaghegh Ardabili.

Text (تاثیر بازخورد اصلاحی نوشتاری متمرکز و غیرمتمرکز بر روی عملکرد نوشتار زبان¬آموزان سطح متوسط ایرانی) Azam Akbari Birgani.pdf Download (302kB)

Abstract

The present study investigated the differential role of focused and unfocused written corrective feedback in Iranian intermediate learners’ L2 writing. To this end, 60 EFL learners were divided into two experimental groups and a control group. All groups were required to perform a story-writing task for four sessions. One of the experimental groups, the focused group, received feedback on regular and irregular past tense errors. The second experimental group, the unfocused group, received feedback on all types of errors. The control group revived no feedback on their writing. Results revealed that the performance of the focused group was better than the unfocused and control groups both on the immediate and delayed posttests. Results also showed that learners preferred the focused feedback more than unfocused one.

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