Combining Explicit- Implicit with Focus on Form - Focus on FormS Feedback in EFL Learners' Written Task Accuracy

Asghar Salimi, Davoud Amini, Malahat Yousefzadeh

Abstract


A number of studies has investigated whether definite types of written corrective feedback combinations of different types are more beneficial  than others. It seems that teaching writing and giving feedback to students’ written task accuracy is an important task for teachers, so this study tried to investigate the effects of different types of feedback (implicit focus on form, explicit focus on form and explicit focus on forms) on EFL learners’ writing. For this purpose, 45 learners of a total number of 90 low intermediate learners studying at Meraj high school in Ardabil were chosen based on their placement test. Initially to make sure that subjects were homogenous, all of them took the Nelson placement test. Results of the test indicated that all of the participation was homogenous. The 45 learners thus were  divided into three groups and each of the groups were received feedback through one of the three forms of  above mentioned At the end of the treatment, the participants in three groups were given a writing posttest. T-Tests and One-way ANOVA were used to test the hypotheses. The results of t-tests showed all types of feedback were effective in improving written accuracy and result of Anova (post hoc) showed that there were significant differences between groups and explicit focus on form outperformed than other types of feedback.

 


Keywords


implicit focus on form, explicit focus on form, explicit focus on formS, l2 writing performance at accuracy level

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References


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DOI: http://dx.doi.org/10.7575/aiac.ijalel.v.4n.6p.113

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