Faezeh Valimonsef, Dr. Ali Gholami Mehrdad & Dr. Seyed Dariush Ahmadi
Hamedan Branch, Islamic Azad University, Hamedan, Iran
Writing is one of the most difficult skills to master for the second/foreign language(SL/FL) learners; therefore, a number of strategies have been suggested to develop SL/FL learners’ writing performance. Among them, corrective feedback has been given much attention in the last decades. While there are different kinds of corrective feedback, this study worked on two types of corrective feedback called metalinguistic feedback and repetition feedback. In so doing, a quasi-experimental design was adopted with a group of 40 intermediate students who were singled out from 55 participants who were selected through convenience sampling at Marefat Language Institute in Hamedan, Iran. Participants were homogenized based on their performance on Oxford Placement Test (OPT). Then a sample of Test of Written English (TWE) was administered as the pre-test and the participants were assigned to two experimental groups. One group was given repetition feedback on their writing and the other group was given metalinguistic feedback. After treatments, all of the participants were given another sample of TWE as the post-test. The students’ writing performance were analysed based on the collected data from the two tests which were analysed and compared through analysis of covariance (ANCOVA). The results indicated that there was no difference between the effect of using metalinguistic feedback and repetition feedback on Iranian EFL learners’ writing performance.
The above abstract is a part of the article which was accepted at The Second International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.TLLL.IR), 1-2 February 2018, Ahwaz.
