Research Article
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Focused direct corrective feedback: Effects on the elementary English learners’ written syntactic complexity

Year 2021, Volume: 7 Issue: 1, 132 - 150, 08.04.2021
https://doi.org/10.32601/ejal.911207

Abstract

This experimental study, using a pretest-treatment-posttest design, compared the effects of focused direct written corrective feedback and additional writing practice on L2 learners’ written syntactic complexity. The participants were 60 Iranian elementary EFL learners, whose L2 proficiency as well as L2 writing syntactic complexity and accuracy were controlled by administering the Oxford Quick Placement Test and a paragraph writing test. They were assigned to two groups: Focused direct corrective feedback (FDCF) and additional writing practice without feedback (No CF). The investigation included five sessions and lasted for three weeks. Every session, each participant wrote a paragraph of descriptive type in class. The experimental group received FDCF, while the control (i.e. No CF) group was provided only with additional writing practice. Lu's (2010) web-based L2 Syntactic Complexity Analyzer was utilized to calculate the five indices of syntactic complexity measures, including mean length of clause (MLC), mean length of sentence (MLS), mean length of T-unit (MLT), clauses per sentence (C/S), and verb phrases per T-unit (VP/T). The MANOVA test revealed no statistically significant difference between the two groups.

References

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Year 2021, Volume: 7 Issue: 1, 132 - 150, 08.04.2021
https://doi.org/10.32601/ejal.911207

Abstract

References

  • Anderson, J. R. (1993). Rules of the mind. Hillsdale, NJ: Lawrence Erlbaum.
  • Bardovi-Harlig, K. (1992). A second look at T-unit analysis: Reconsidering the sentence. TESOL Quarterly, 26, 390–395. https://doi.org/10.2307/3587016
  • Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of Second Language Writing, 17(2), 102–118. https://doi.org/10.1016/j.jslw.2007.11.004
  • Bitchener, J., East, M., & Cartner, H. (2010). The effectiveness of providing second language (L2) writers with on-line written corrective feedback. Ako Aotearoa. Ako Aotearoa Publication. Retrieved from https://akoaotearoa.ac.nz/download/ng/file/group-5/the-effectiveness-of-providing-second-language-writers-with-on-line-written- corrective-feedback.pdf
  • Bitchener, J., & Ferris, D. R. (2012). Written corrective feedback in second language acquisition and writing. New York, NY: Routledge.
  • Bitchener, J., & Knoch, U. (2008). The value of written corrective feedback for migrant and international students. Language Teaching Research, 12(3), 409–431. https://doi.org/10.1177/1362168808089924
  • Bitchener, J., & Knoch, U. (2009). The relative effectiveness of different types of direct written corrective feedback. System, 37(2), 322–329. https://doi.org/10.1016/j.system.2008.12.006
  • Bitchener, J., & Knoch, U. (2010a). Raising the linguistic accuracy level of advanced L2 writers with written corrective feedback. Journal of Second Language Writing, 19(4), 207–217. https://doi.org/10.1016/j.jslw.2010.10.002
  • Bitchener, J., & Knoch, U. (2010b). The contribution of written corrective feedback to language development: A ten month investigation. Applied Linguistics, 31(2), 193– 214. https://doi.org/10.1093/applin/amp016
  • Bitchener, J. & Knoch, U. (2015). Written corrective feedback studies: Approximate replication of Bitchener & Knoch (2010a) and Van Beuningen, de Jong & Kuiken (2012). Language Teaching, 48(3), 405–414. https://doi.org/10.1017/S0261444815000130
  • Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 14(3), 191–205. https://doi.org/10.1016/j.jslw.2005.08.001
  • Bonilla López, M., Van Steendam, E., Speelman, D., & Buyse, K. (2018). The differential effects of comprehensive feedback forms in the second language writing class. Language Learning, 68(3), 813–850. https://doi.org/10.1111/lang.12295
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  • Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12(3), 267–296. https://doi.org/10.1016/S1060-3743(03)00038-9
  • Crossley, S. A., & McNamara, D. S. (2014). Does writing development equal writing quality? A computational investigation of syntactic complexity in L2 learners. Journal of Second Language Writing, 26, 66–79. https://doi.org/10.1016/j.jslw.2014.09.006
  • Ellis, R. (2009). A typology of written corrective feedback types. English Language Teaching, 63(2), 97–107. https://doi.org/10.1093/elt/ccn023
  • Ellis, R. (2012). Language teaching research and language pedagogy. West Sussex, UK: John Wiley & Sons, Inc.
  • Ellis, R., Sheen, Y., Murakami, M., & Takashima, H. (2008). The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System, 36(3), 353–371. https://doi.org/10.1016/j.system.2008.02.001
  • Farrokhi, F., & Sattarpour, S. (2012). The effects of direct written corrective feedback on improvement of grammatical accuracy of high-proficient L2 learners. World Journal of Education, 2(2), 49–57. https://doi.org/10.5430/wje.v2n2p49
  • Fazilatfar, A. M., Fallah, N., Hamavandi, M., & Rostamian, M. (2014). The effect of unfocused written corrective feedback on syntactic and lexical complexity of L2 writing. International Conference on Current Trends in ELT, 98, 482–488. Elsevier B.V. https://doi.org/10.1016/j.sbspro.2014.03.443
  • Ferris, D. R. (1999). The case for grammar correction in L2 writing classes, a response to Truscott (1996). Journal of Second Language Writing, 8(1), 1–11. https://doi.org/10.1016/S1060-3743(99)80110-6
  • Ferris, D. R. (2004). The “grammar correction” debate in L2 writing: Where are we, and where do we go from here? (and what do we do in the meantime ...?). Journal of Response to Writing, 13(1), 49–62. https://doi.org/10.1016/j.jslw.2004.04.005
  • Ferris, D. R. (2006). Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (pp. 81–104). New York, NY: Cambridge University Press.
  • Ferris, D. R. (2010). Second language writing research and written corrective feedback in SLA: Intersections and practical applications. Studies in Second Language Acquisition, 32(02), 181–201. https://doi.org/10.1017/S0272263109990490
  • Field, A. (2013). Discovering statistics using SPSS (4th. ed.). London: Sage.
  • Frantzen, D. (1995). The effects of grammar supplementation on written accuracy in an intermediate Spanish content course. The Modern Language Journal, 79(3), 329– 344. https://doi.org/10.1111/j.1540-4781.1995.tb01108.x
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There are 91 citations in total.

Details

Primary Language English
Subjects Linguistics
Journal Section Articles
Authors

Mohammadreza Valizadeh 0000-0002-4312-9731

Fatemeh Soltanpour This is me 0000-0002-2022-6096

Publication Date April 8, 2021
Published in Issue Year 2021 Volume: 7 Issue: 1

Cite

APA Valizadeh, M., & Soltanpour, F. (2021). Focused direct corrective feedback: Effects on the elementary English learners’ written syntactic complexity. Eurasian Journal of Applied Linguistics, 7(1), 132-150. https://doi.org/10.32601/ejal.911207