Differential Effectiveness of Corrective Feedback Techniques on the Development of Advanced Iranian EFL Learners’ Grammar Ability

Authors: GHOLAM-REZA ABBASIAN1, PARYA PARSARAD (corresponding) 2

This study was an attempt to give answer to some questions concerning finding the most effective ways to present feedback to advance level EFL learners’ grammatical errors in writing by comparing the impact of self-correction based written corrective feedback techniques and teacher-correction based ones on the development of learners’ grammar ability. To this end, a group of 62 female learners from a private English Institute and 41 both female and male learners from South Tehran Branch of Islamic Azad University were randomly assigned into two experimental groups: the first one received feedback on their writings through self-correction based written corrective feedback techniques but the second group was given teacher-correction based written corrective feedback through some techniques for their grammar errors. The learners given self-correction based written corrective feedback were supposed to self-correct their errors in the class after receiving their writing papers and in the case of not understanding the correct forms, with the help of their instructor, teacher or the researcher. The results indicated that self-correction based written corrective feedback and teacher-correction based written corrective feedback did not significantly affect the advanced EFL learners’ grammar ability development differently. However, the learners themselves perceived the self-correction based written corrective feedback techniques more effective and helpful in improving grammar ability.

Keywords: corrective feedback (CF), self-correction based written corrective feedback techniques, teacher-correction based written corrective feedback techniques

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