Abstract:
Controversy has not been yet resolved among researchers in second language research over the pedagogical efficacy of feedback in enhancing various features of learners' writing skill. Research findings highlighting the significance of interactive tasks and learners' engagement in improving the learning process stimulated the present study, the purpose of which was to explore the effect of task-supported interactive feedback on the accuracy, fluency, and organization of seventy two Iranian English major sophomores at Islamic Azad University-MashhadBranch. It was hypothesized that engaging learners in both tasks and providing feedback would enhance their writing performance. The participants in three intact classes were randomly assigned to three groups: a control group, with no task (NTG), and two experimental groups: the task-supported group (TG), and the task-supported group with interactive feedback (TFG). Four one way analyses of variance tests were run on the research data indicated that the apparent gain in the task-supported interactive group over the other groups did not reach significance level. However, the TG group outperformed the control group in all three aspects of writing. The findings have pedagogical implications and can be interpreted in terms of socio-cultural characteristics of Iranian students.
Machine summary:
"The Impact of Task-supported Interactive Feedback on the Accuracy, Fluency, and Organization of Iranian EFL Learners' Writing Zohreh Seifoori Mitra Zeraatpishe Saiedeh Ahangari English Department, Tabriz Branch, Islamic Azad University, Tabriz, Iran Controversy has not been yet resolved among researchers in second language research over the pedagogical efficacy of feedback in enhancing various features of learners' writing skill.
Research findings highlighting the significance of interactive tasks and learners' engagement in improving the learning process stimulated the present study, the purpose of which was to explore the effect of task-supported interactive feedback on the accuracy, fluency, and organization of seventy two Iranian English major sophomores at Islamic Azad University-MashhadBranch.
Hence, based on previous research findings, the present study was launched to investigate the impact of task supported interactive feedback on the accuracy, fluency, and organization of Iranian EFL learners' writing skill.
Design This quasi-experimental pre-test/post test design was conducted to examine the effect of the independent research variable, the task-supported instruction with interactive feedback, on three dependent variables, accuracy, fluency, and organization of Iranian language learners' writing performance.
5, Issue 1 The researchers employed three one-way ANOV As to compare the means of the Task-supported (TG), Task-supported Interactive feedback (TFG), the No Task (NTG) control groups on the TOEFL test in order to assess their initial homogeneity, and on the measures of accuracy, organization, and fluency obtained from the writing post-test to answer the three research questions."