THE EFFECT OF WRITTEN CORRECTIVE FEEDBACK ON THE ACCURACY OF OUTPUT TASK AND LEARNING OF TARGET FORM

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HASANNEJAD MOHAMMAD REZA; MOLLAHOSAINY MOHAMMAD REZA

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Journal: THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE Year:2011 | Volume:4 | Issue:1 (8) Page(s): 50-77

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Title

THE EFFECT OF WRITTEN CORRECTIVE FEEDBACK ON THE ACCURACY OF OUTPUT TASK AND LEARNING OF TARGET FORM

Author(s)

HASANNEJAD MOHAMMAD REZA | MOLLAHOSAINY MOHAMMAD REZA | Issue Writer Certificate

Keywords

EXPLICIT FEEDBACKQ2

IMPLICIT FEEDBACKQ2

OUTPUTQ2

Abstract

The effect of error feedback on the accuracy of OUTPUT task types such as editing task, text reconstruction task, picture cued writing task, and dictogloss task, has not been clearly explored. Following arguments concerning that the combination of both corrective feedback and OUTPUT makes it difficult to determine whether their effects were in combination or alone, the purpose of the present study is to document the role of teachers’ feedback in improving the accuracy of linguistic form in OUTPUT tasks and in acquiring target form. To this end, this study compared three groups of Iranian intermediate learners (N=93), one with direct grammar feedback, the other one with indirect grammar feedback and the last one with no grammar feedback. In terms of the target form uptake from first to subsequent text reconstruction tasks, the analysis of the data obtained within ten treatment sessions indicated that the participants, who received written corrective feedback compared to those who did not, progressed significantly from the first to the subsequent OUTPUT tasks. In terms of learning, the learners who had the opportunities for receiving feedback performed significantly better than those in non- feedback condition on the production and recognition post- tests although EXPLICIT FEEDBACK rather than IMPLICIT FEEDBACK led to greater learning of target form on the production test, but no significant differences were found in relative efficacy of the two written corrective feedback types as far as the result of the recognition test was concerned.

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APA: Copy

HASANNEJAD, MOHAMMAD REZA, & MOLLAHOSAINY, MOHAMMAD REZA. (2011). THE EFFECT OF WRITTEN CORRECTIVE FEEDBACK ON THE ACCURACY OF OUTPUT TASK AND LEARNING OF TARGET FORM. THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE, 4(1 (8)), 50-77. SID. https://sid.ir/paper/181400/en

Vancouver: Copy

HASANNEJAD MOHAMMAD REZA, MOLLAHOSAINY MOHAMMAD REZA. THE EFFECT OF WRITTEN CORRECTIVE FEEDBACK ON THE ACCURACY OF OUTPUT TASK AND LEARNING OF TARGET FORM. THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE[Internet]. 2011;4(1 (8)):50-77. Available from: https://sid.ir/paper/181400/en

IEEE: Copy

MOHAMMAD REZA HASANNEJAD, and MOHAMMAD REZA MOLLAHOSAINY, “THE EFFECT OF WRITTEN CORRECTIVE FEEDBACK ON THE ACCURACY OF OUTPUT TASK AND LEARNING OF TARGET FORM,” THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE, vol. 4, no. 1 (8), pp. 50–77, 2011, [Online]. Available: https://sid.ir/paper/181400/en

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