The Effect of Six Different Corrective Feedback Strategies on Iranian English Language Learners’ IELTS Writing Task 2 | Zendy

Reza Vahdani Sanavi | Zendy; Majid Nemati | Zendy

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The Effect of Six Different Corrective Feedback Strategies on Iranian English Language Learners’ IELTS Writing Task 2

Author(s) -

Reza Vahdani Sanavi,

Majid Nemati

Publication year - 2014

Publication title -

sage open

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.357

H-Index - 32

ISSN - 2158-2440

DOI - 10.1177/2158244014538271

Subject(s) - corrective feedback , task (project management) , test (biology) , second language writing , english as a foreign language , mathematics education , language assessment , psychology , computer science , foreign language , english language , significant difference , second language , linguistics , engineering , mathematics , paleontology , philosophy , systems engineering , biology , statistics

Scholars have long studied the effect of corrective feedbackstrategies on the writing ability of language learners, but few have formed designs inwhich more than three feedback strategies have been used. In this research, the ultimategoal was to discover how International English Language Testing System (IELTS-)candidates could be helped to perform better in the writing component of the test withthe feedback they get. To this end, 186 learners attending IELTS preparation classes inthree different English language institutes participated in this quasi-experimentalstudy. A one-way ANOVA was run to discover the significant difference among the sixgroups. The findings proposed that Iranian English as a Foreign Language (EFL) students’writing ability improved as a result of the employment of writing feedback strategiesbut that reformulation strategy was the most effective one. Teachers can, thus, benefitfrom the finding of this research by studying the way they should tackle the learners’inaccurate productions as far as different writing score band descriptors areconcerned

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