Can Explicit Written Corrective Feedback Develop Grammatical and Lexical Accuracy of Saudi EFL Learners?

Nahla Al-Hazzani, Sultan Altalhab

Abstract


Saudi students encounter many problems in writing skill as several studies revealed (e.g. Alhazmi, 2006; Alsamdani, 2010). Providing effective and useful feedback may help to overcome these challenges. Therefore, this study examines the effect of teachers’ written corrective feedback on female Saudi EFL students’ written essays and to what extent it affects students’ written grammatical and lexical accuracy. The sample comprises 50 foundation level students, across two groups: an experimental group (n=29) and a control group (n=21). Data were gathered over a 10-week period using a pre-/post-test/delayed post-test design for comparable groups. The findings show that although many errors were made in the writing performances, the students in the experimental group had significantly better achievements than the students in the control group on the measure. The results lend support to the efficiency of teachers’ written corrective feedback, showing it has a significant positive effect on the participants’ grammatical and lexical accuracy.

Keywords


Feedback, Correction, Accuracy, Writing

Full Text:

PDF

References


Alajmi, A. (2014). The effect of written corrective feedback on Omani students’ accuracy in the use of English prepositions. Advances in Language and Literary Studies, 6(1), 1-11

Alharbi, S. (2016). Effect of teachers’ written corrective feedback on Saudi EFL university students’ writing achievements. International Journal of Linguistics, 8(5), 15-29

Al-Hazmi, S. (2006). Writing Reflection: Perceptions of Arab EFL Learners. South Asian Language Review, XVI (2), 36-52

Al Karazoun, G. (2016). A linguistic analysis on errors committed by Jordanian EFL undergraduate students: a case of news headlines in Jordanian newspapers. English Language Teaching, 9(8), 170-189

Alsamdani, H.A. (2010). The relationship between Saudi EFL students’ writing competence, L1 writing proficiency, and self-regulation. European Journal of Social Sciences, 16(1), 53-63

Bao, X. L. (2015). Analysis on lexical errors in college English writing. Canadian Social Science, 11(12), 127-130.

Bitchener, J. (2008). Evidence in support of written CF. Journal of Second Language Writing, 17(2), 102-118

Bitchener, J., & Ferris, D. (2012). Written Corrective Feedback in Second Language Acquisition and Writing. New York: Routledge.

Bitchener, J., & Knoch, U. (2010a). The contribution of written corrective feedback to language development: A ten-month investigation. Applied Linguistics, 31(2), 193–214

Bitchener, J., & Knoch, U. (2010b). Raising the linguistic accuracy level of advanced L2 writers with written CF. Journal of Second Language Writing, 19(4), 207-217

Bitchener, J., & Knoch, U. (2009). The relative effectiveness of different types of direct written corrective feedback. System, 37(2), 322-329

Bichener, J., & Storch, N. (2016). Written corrective feedback for L2 development. Bristol, Buffalo, Multilingual Matters.

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

Candling, R. (2001). Vocabulary and language teaching. New York: Longman Inc.

Carter, R. (1998). Vocabulary: Applied linguistics perspectives. London: Routledge.

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

Chodorow, M., Gamon, M., & Tetreault, J. (2010). The utility of article and preposition error correction systems for English language learners: feedback and assessment. Language Testing, 27(3), 419 – 436

Doff, A. (1988). Teach English: A training course for teachers. Cambridge: Cambridge University Press.

Ferris, D. R. (2007). Preparing teachers to respond to student writing. Journal of Second Language Writing, 16(3), 165–193

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 Second Language Writing, 13(1), 49–62

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), 1-10

Ferris, D. R. (2003). Response to student writing: Implications for second language students. Mahwah, NJ: Lawrence Erlbaum Associates.

Ferris, D. R. (2002). Treatment of error in second language writing. Michigan: The University of Michigan Press.

Ferris, D., & Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10(3), 161-84

Freeman, R. Lewis, R. (2004). Planning and Implementing Assessment. London: Kogan Page.

Hashemnezhad, H., & Mohammadnejad, S. (2012). A case for direct and indirect feedback: The other side of coin. English Language Teaching, 5(3), 1-10

Hemchua, S., & Schmitt, N. (2006). An analysis of lexical errors in the English compositions of Thai learners. Prospect, 21(3), 3-25

Hendricks, M. (2010). Consciousness-raising and prepositions. English Teaching Forum, 48(2), 24-29.

Heydari, P. (2012). Error analysis: Sources of L2 learners’ errors. Theory and Practice in Language Studies, 2(8), 1583-1589

Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39(2), 83-101

Karim, K., & Nassaji, H. (2013). First language transfer in second language writing: an examination of current research. Iranian Journals of Language Teaching Research, 1(1), 117- 134

Kharma, N. and Hajjaj, A. (1997). Errors in English among Arabic speakers. Beirut:Librairie du Liban.

Khoshsima, H., & Farid, M. J. (2012). The long-term effect of implicit and explicit corrective feedback on accuracy of EFL learners’ descriptive writing skill. Iranian Journal of Applied Language Studies, 4(2), 119-134

Mahmoud, A. (2011). The use of prepositions by Arab EFL learners: Looking on the bright side. The Buckingham Journal of Language and Linguistics, 4, 84-90

Master, P. (2002). Information structure and English article pedagogy. System, 30(3), 331-348

Sawalmeh, M. (2013). Error analysis of written English essays: The case of students of the preparatory year program in Saudi Arabia. English for Specific Purposes World, 14(40), 1-17

Shalaby, N., Yahya, N., & El-Komi, M. (2009). Analysis of lexical errors in Saudi college students’ compositions. Journal of the Saudi Association of Languages and Translation, 2(3), 65-92

Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on ESL learners' acquisition of articles. TESOL Quarterly, 41 (2), 255-283

Sheen, Y., Wright, D., & Moldawa, A. (2009). Differential effects of focused and unfocused written correction on the accurate use of grammatical forms by adult ESL learners. System, 37(4), 556-569

Swan, M., & Smith, B. (2001). Learner English: A teacher's guide to interference and other problems. Cambridge, University Press.

Tahaineh, Y. (2010). Arab EFL university students' errors in the use of prepositions. The utility of article and preposition error correction systems for English language learners: Feedback and assessment. Modern Journal of Applied Linguistics, 1(6), 76-112

Thomas, M. (1989). The acquisition of English articles by first- and second-language learners. Applied Psycholinguistics, 10(3), 335-355

Thyab, R. (2016). Mother-tongue interference in the acquisition of English articles by L1 Arabic students. Journal of Education and Practice, 7(3), 1-4

Truscott, J. (2007). The effect of error correction on learners’ ability to write accurately. Journal of Second Language Writing, 16(4) 255-272

Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46(2), 327-369

Ur, P. (1996). A Course in Language Teaching: Practice and Theory. New York: Cambridge University Press.

Williams, J., & Jasmine, G. (2003). Providing feedback on ESL students’ written assignments. TESL-EJ, 10(4), 1-6

Zareil, A., & Rahnama, M. (2013). The effect of written corrective feedback modes on EFL learners’ grammatical and lexical writing accuracy: from perceptions to facts. International Journal on Studies in English Language and Literature, 1(3), 1-14




DOI: http://dx.doi.org/10.7575/aiac.ijels.v.6n.4p.16

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2019 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.