Comparative Investigation of the Effects of Immediate and Delayed Error Correction on the Achievement of Male and Female Iranian EFL Learners’ Writing Skill
Journal Title: International Journal of Social Sciences and Education - Year 2016, Vol 6, Issue 1
Abstract
This paper reports An experimental study investigating the effect of different types of teacher written corrective feedback (immediate & delayed error correction) on Iranian EFL learners’ writing accuracy in using two functions of English articles (a/an & the) and simple past tense (regular and irregular). Sixty Iranian learners of English were assigned into six groups of two immediate groups (n=20), two delayed groups (n=20) and two control group groups (n=20). The participating groups’ homogeneity was checked by their performance in the proficiency test and the pre-test. During six treatment sessions, all the experimental groups received associated feedback on just the errors related to the use of English articles and the simple past tense but control groups didn’t receive any feedback. On two occasions (pre-test and post-test), the participants completed a picture description task. Results of one-way ANOVA revealed that all of the six groups made gains from pre-test to post-test but immediate groups indicated more improvements than the other groups. In fact, teacher immediate feedback was more beneficial than delayed feedback and no feedback. Furthermore, scheffee post-hoc analysis indicated that the immediate group outperformed delayed group and control group, and delayed group was better than control group. The results of two-way ANOVA also indicted there was not a statistically significant difference between scores of males and females participants in experimental groups. The findings are interpreted to have direct implications for EFL teachers and instructors as well as syllabus designers and test developers.
Authors and Affiliations
Neda Kheradmand, Sima Sayadiyan
Keywords
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