The Impact of Corrective Feedback on Iranian Efl Learners’ Writing Complexity, Accuracy, and Fluency

Bibliographic Data

ID19357801
AuthorsBehnoosh Heshmat Ghahderijani (0000-0002-5412-0302, Islamic Azad University of Najafabad, corresponding author)
Year2021
Volume6
Issue2
Pages250-272
Publication date2021-06-30
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Nusantara Studies (JONUS) (JOURNAL)
Journal identifiersISSN: 0127-9386 • E-ISSN: 0127-9319
PublisherSCI AND TECH UNIVERSAL INC (PUBLISHER)
DOI10.24200/jonus.vol6iss2pp250-272
OpenAlexW3173663152
LanguageEN
Citations received2
References cited9

Background/Purpose: Recently, corrective feedback (CF) has gained considerable importance in language teaching research. Up until now, there has been less attention to the use of CF in an Iranian context. This current study aims at investigating the impact of corrective feedback on Iranian intermediate EFL learners’ Complexity (C), Accuracy (A), and Fluency (F) in their writing production. Methodology: After administering an Oxford Quick Placement Test (OQPT), the researcher selected 30 Iranian intermediate learners at a private English language institute in Isfahan, Iran and divided them into two groups of 15 randomly. An Oxford placement test was run to make sure that the two groups were homogenous. A series of writing tasks were developed to examine the participants’ performance in writing. The experimental group attended the class in which CF was performed where they received feedback from the teachers and also their partners in the class (by crossing out and explaining) during the writing tasks on how to use the correct forms of the words and tenses. The control group attended the class in which CF was performed briefly. At the end of the study, all subjects participated in paragraph writing. To compare the group means for the study, a test analysis was performed. The difference between the experimental and the control group was considered to be important. Findings: The results of Independent and samples t tests revealed that the participants in the experimental group outperformed the ones in the control group in writing production. The results clearly indicated that the participants who received CF did better than those who did not. Therefore, the findings generally revealed that CF had a significant effect on Iranian intermediate EFL learners’ writing complexity, accuracy, and fluency. Contributions: This study has multiple benefits for language learners and teachers. Utilizing CF in writing classes can be a practical way to improve students’ proficiency and writing skill. In addition, this study draws attention to the Complexity, Accuracy, and Fluency (CAF) of written production. Keywords: Corrective feedback, complexity, accuracy, fluency, Iranian Intermediate EFL learners. Cite as: Ghahderijani, B. H. (2021). The impact of corrective feedback on Iranian EFL learners’ writing complexity, accuracy, and fluency. Journal of Nusantara Studies, 6(2), 250-272. http://dx.doi.org/10.24200/jonus.vol6iss2pp250-272

Class (philosophy) · Context (archaeology) · Control (management) · Corrective Feedback · Fluency · Mathematics education · Paragraph · Test (biology) · Artificial Intelligence · Computer Science · Educational and Psychological Assessments · EFL/ESL Teaching and Learning · Psychology · Student Assessment and Feedback

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