Effect of direct and indirect teacher feedback on accuracy of English writing: a quasi-experimental study among Pakistani undergraduate students
Introducing new techniques to improve learner-teacher interaction receives substantial attention from the field of educational psychology. The current research aims to investigate the effect of teacher feedback on the written English accuracy of English as Second Language (ESL) students. In a quas...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2019
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| Online Access: | http://journalarticle.ukm.my/14011/1/29174-115973-1-PB.pdf http://journalarticle.ukm.my/14011/ http://ejournals.ukm.my/3l/issue/view/1230 |
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| Summary: | Introducing new techniques to improve learner-teacher interaction receives substantial attention from the field
of educational psychology. The current research aims to investigate the effect of teacher feedback on the written
English accuracy of English as Second Language (ESL) students. In a quasi-experimental study, 90 participants
were given three distinct forms of feedback (i.e. oral meta-linguistic, also called direct feedback; written
indirect feedback and no feedback) for writing errors of three types (i.e. verb tenses, use of articles and
prepositions) and were assessed three times during the study (i.e., pre-test, immediate post-test and delayed
test). One-way ANOVA demonstrated that the ESL learners given direct meta-linguistic oral feedback reported
fewer errors in two out of the three linguistic forms in subsequent writing in comparison with ESL learners who
received indirect written feedback and those who did not receive feedback. Findings suggest that introducing
oral meta-linguistic teacher feedback in the Pakistani language learning context can improve the English
language learning of students. |
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