The Effect of Dynamic Written Corrective Feedback on Iranian Elementary Learners’ Writing

Amaneh Kamalian, Anita Lashkarian


Error correction is probably the most widely used technique for responding to students’ writing. Although many studies have attempted to investigate the efficacy of providing error correction through different types of written corrective feedback (WCF), there has been relatively little research on any one new approach to writing pedagogy in foreign language learning which is called dynamic WCF. The purpose of the current research was to test the effect of WCF on the improvement of writing abilities of EFL learners. Two groups of EFL students who were learning English as a foreign language participated in this study. Both groups (A and B) were given treatments. Core components of the treatment included having the students to write a composition every session (twice a week) and the teacher providing the students with feedbacks (dynamic WCF or direct WCF) on their writing tasks. Group A (n=24) was instructed through dynamic WCF because it was intended to improve L2 writing ability in general by raising linguistic awareness of learners through the error corrections performed by the teacher.  On the other hand, group B (n= 22) received direct WCF on their writings. Four essential characteristics were taken into consideration for the error correction, i.e. feedback needed to be manageable, meaningful, timely and constant. The data obtained for Group A and Group B was analyzed using paired sample test and the results indicated that both groups had improved on their writing abilities. Also, administrating an independent sample T-test the findings revealed that Group A which received dynamic WCF could outperform Group B.



Corrective feedback; dynamic written corrective feedback; direct error correction

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