Assessing the Effect of Direct and Indirect Corrective Feedback in Process-Based vs Product-Based Instruction on Learners' Writing

Autor/inn/en	Khaki, Mojgan; Tabrizi, Hossein Heidari
Titel	Assessing the Effect of Direct and Indirect Corrective Feedback in Process-Based vs Product-Based Instruction on Learners' Writing
Quelle	In: Language Teaching Research Quarterly, 21 (2021) 36-53, (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2667-6753
Schlagwörter	Feedback (Response); Process Approach (Writing); Writing Instruction; Teaching Methods; Second Language Learning; Second Language Instruction; English (Second Language); Accuracy; Error Correction; Comparative Analysis; Writing Evaluation; Females; Language Tests; Pretests Posttests; Rating Scales; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Prozessorientiertes Schreiben; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Korrektur; Weibliches Geschlecht; Language test; Sprachtest; Rating-Skala; Ausland
Abstract	The present study peruses EFL learners in a kind of process-product approach in writing and investigates the possible effects of teachers' direct and indirect corrective feedback in four English language institutes in Isfahan, Iran. Four groups of intermediate students participated as a case in this study. The total number of participants was 120 female EFL learners selected based on a convenient non-random sampling method but randomly divided into four experimental groups. In the first group, the product-based approach was used to teach writing, and the learners received direct corrective feedback. In the second group, again product-based approach was used to teach writing, and the learners received indirect corrective feedback. In the third group, the writing was taught using a process-based approach, and the learners received direct corrective feedback, and in the last group, the learners received indirect feedback in process-based writing. The writing performance of the students in all four groups was compared in terms of accuracy. ANOVA and Post-hoc tests revealed that the process-based approach through which direct feedback was provided was more effective than other teaching writing approaches. [Note: The page range (35-53) shown on the PDF is incorrect. The correct page range for this article is p36-53.] (As Provided).
Anmerkungen	European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01