چکیده:
This study attempted to systematically inspect the impact of direct and indirect corrective feedbacks on the writing ability of EFL learners when using product/process based instructions. To do so, 110 female EFL learners, between the ages of 15 and 18, were randomly assigned into four experimental groups to receive four different kinds of treatments, namely product-based instruction with direct feedback, product-based instruction with indirect feedback, process-based instruction with direct feedback, and process-based instruction with indirect feedback. The treatment took 10 sessions. Analyzing the results of the two writing tests (pretest and posttest) showed that direct feedback had significant effects on EFL learners' writing in process-based instruction and product-based instruction but indirect feedback failed to show any significant effect on EFL learners' writing in both process-based instruction and product-based instruction. The results also indicated that direct feedback had significantly better impact on EFL learners writing in the process-based instruction than product-based one.
خلاصه ماشینی:
"The Comparative Effect of Direct and Indirect Corrective Feedback in Process-Based Vs. Product-Based Writing Instruction on EFL Learners` Writing Performance Neda Osanloo 1, Sholeh Kolahi * 2 1,2.
2. 23 Abstract This study attempted to systematically inspect the impact of direct and indirect corrective feedbacks on the writing ability of EFL learners when using product/process based instructions.
To do so, the following research question was phrased: Q: Does direct and indirect corrective feedback in process-based and product-based writing instruction have any significant effect on EFL learners` writing ability?
In order to determine the effectiveness of two corrective feedback processes (direct and indirect) and two methods of instruction of writing (process and product), the participants were classified into experimental groups which were selected based on convenient non-random method.
Thus, it can be argued that the process-based writing instruction had more significant positive effect on EFL learners’ writing skill in both direct and indirect corrective feedback in comparison to the product-based writing instruction (See Table 7 & Figure 2).
The results of this study are in accordance with Chandler (2003), Ferris (1999) and Bitchener (2008) on the idea that giving the learners an awareness of the mistakes they make or providing them with the correct form directly enhances linguistically correct written output; and the results are in contrast with Anh (2012) in that using indirect feedback in EFL writing classes could be a fruitful and effective method to reduce grammatical errors of students, and Kepner (1991) that corrective feedback by the teacher is not effective for developing accuracy in L2 students` writing."