TY  - JOUR
T1  - Focused direct corrective feedback: Effects on the elementary English learners’ written syntactic complexity
AU  - Valizadeh, Mohammadreza
AU  - Soltanpour, Fatemeh
PY  - 2021
DA  - April
DO  - 10.32601/ejal.911207
JF  - Eurasian Journal of Applied Linguistics
JO  - EJAL
PB  - Ece ZEHİR TOPKAYA
WT  - DergiPark
SN  - 2149-1135
SP  - 132
EP  - 150
VL  - 7
IS  - 1
LA  - en
AB  - 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.
KW  - Focused written corrective feedback
KW  - direct corrective feedback
KW  - syntactic complexity
KW  - additional writing practice
KW  - EFL elementary learners
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UR  - https://doi.org/10.32601/ejal.911207
L1  - https://dergipark.org.tr/tr/download/article-file/1690579
ER  -