Abstract
This study investigates the effective type of timed error correction, including immediate and delayed error correction on the learners’ writing skill of Iranian EFL. 60 homogenous intermediate EFL learners were selected randomly in two intact classes with the age ranging from 15 to 25 from an English language institute. The participants were assigned into two groups of 30. They were two experimental groups of immediate and delayed corrective feedback (CF). They took a writing pre-test to assess their knowledge of writing skills at the beginning of the course. In the immediate corrective feedback (ICF) group, writing errors were corrected immediately and for the second group, the errors were corrected with delay, (i.e. 10 to 15 minutes). The second group was called delayed corrective feedback (DCF). During 24 sessions the students were asked to write an essay on one of the topics they had covered during the term. Measures of fluency were developed to examine the results based on a writing checklist (Jacob et al, 2005). Finally, a writing post-test was given to the participants. The scores were rated by two raters and data were analyzed to measure the effect of instruction on the pre and post-test of the two groups’ means. Data analysis indicates that ICF did not affect the writing proficiency of learners while DCF was significantly effective. Implications of the study suggest that teachers can use DCF to develop learners’ writing production.
Presenters
Seyed Amir Emad ArvandStudent, Ph.D. Candidate, Department of English Language and Literature, Mary Immaculate College, University of Limerick, Ireland , Limerick, Ireland Bahman Gorjian
Associate Professor, Applied Linguistics, Department of English Language, Abadan Branch, Islamic Azad University, Abadan, Iran, Khuzestan, Iran
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Corrective Feedback, Immediate CF, Delayed CF, Fluency, Writing skills
