Teacher’s Corrective Feedback in Paragraph Writing in Terms of Accuracy: Teacher’s Comments Vs. Error Marking

https://doi.org/10.32996/ijllt.2021.4.4.22

Authors

  • Tahereh Ghasemi English Department, Shahreza Branch, Islamic Azad University, Isfahan, Iran
  • Zohre Noroozi English Department, Ardebil Branch, Islamic Azad University, Ardbil, Iran
  • Zohreh Salehan English Department, Azad university, Shahreza Branch, Isfahan, Iran

Keywords:

written corrective feedback, error marking, English paragraph writing, intermediate level, grammatical accuracy

Abstract

The aim of this paper is investigating whether teacher’s corrective feedback (Teacher’s comment vs. error marking) caused any differential effects on the paragraph writing in term of accuracy by Iranian EFL learners. The participants were divided into two groups. Experimental group1 and experimental group 2 forty learners in intermediate level formed two groups, 20 learners in each group. One experimental group did not receive teacher’s comment in terms of grammar during four alternative weeks; the other group received teacher’s comment. The statistical analysis indicated that the second group performed better than the group which did not receive teachers’ comment in terms of accuracy in paragraph writing. Therefore, these results suggested that teachers’ corrective feedback has pedagogical value, and teachers’ corrective feedback promoted learners' grammatical accuracy in L2 writing more effectively.

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Published

2021-04-27

How to Cite

Ghasemi, T. ., Noroozi, Z. ., & Salehan, Z. . (2021). Teacher’s Corrective Feedback in Paragraph Writing in Terms of Accuracy: Teacher’s Comments Vs. Error Marking. International Journal of Linguistics, Literature and Translation, 4(4), 200-207. https://doi.org/10.32996/ijllt.2021.4.4.22