چکیده:
The present study investigated differential effect of two types of feedback namely, computer-mediated and metalinguistic, on Iranian EFL learners’ writing accuracy. To this end, based on Nelson Proficiency Test (300 A), 69 Iranian advanced EFL learners, including 45 males and 24 females, aged between 17 and 24, learning English in language institutes in Salmas, were selected randomly out of the total population of 121 EFL learners and then divided into three groups. The participants in the two experimental groups received metalinguistic and computer-mediated feedback separately while those in the control group received no feedback. The analyses of the results obtained through a pre-test and a post-test indicated that both feedback types significantly influenced learners’ writing accuracy. However, analysis of the participants’ performances on the post-test demonstrated that metalinguistic group outperformed computer-mediated one. Thus, the effect of metalinguistic feedback was more than that of computer-mediated feedback. In addition, both of them were more influential than no-feedback instruction. The findings of the present study can be fruitful for syllabus designers and EFL teachers.
خلاصه ماشینی:
"On the Differential Effects of Computer-Mediated and Metalinguistic Corrective Feedback on Iranian EFL Learners’ Writing Accuracy Mir Ayyoob Tabatabaei1*, Kameh Khasseh Khan2, Negin Gavidelnia3, Samad Ramzi4 1,4.
7. 20 Abstract The present study investigated differential effect of two types of feedback namely, computer-mediated and metalinguistic, on Iranian EFL learners’ writing accuracy.
In other words, recent theoretical trends in second language writing research have emphasized the role of computer-based corrective feedback on learners’ writing ability, positing that EFL learners have been found to have responded positively to the online mode of corrective feedback while there is a gap in literature in terms of empirical studies in this area.
Truscott (2007) also found that corrective feedback was ineffective and produced negative results on second language learners’ writing because students feel pressured and demotivated when their essays are filled with errors.
80 Regarding the effect of feedback type on EFL learners’ writing performance in three groups, the descriptive statistics in Table 1 shows that means of participants’ scores of metacognitive and computer-mediated groups increased in post-test in comparison with pre-test.
Discussion Based on the results of the present study, it was found that the metalinguistic corrective feedback had positive influence on the writing accuracy of the Iranian EFL students.
Bitchener and Knoch (2010) reported that all treatment groups receiving different strategies of direct feedback with explicit metalinguistic comments outperformed the control group on all post-tests in terms of grammatical accuracy in using the target structures."