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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: Nusrat, Aasia, Ashraf, Farzana, Narcy-Combes, Marie Francoise
Format: Article
Language:English
Published: Penerbit Universiti Kebangsaan Malaysia 2019
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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spelling my-ukm.journal.140112020-01-24T00:07:13Z http://journalarticle.ukm.my/14011/ Effect of direct and indirect teacher feedback on accuracy of English writing: a quasi-experimental study among Pakistani undergraduate students Nusrat, Aasia Ashraf, Farzana Narcy-Combes, Marie Francoise 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. Penerbit Universiti Kebangsaan Malaysia 2019 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/14011/1/29174-115973-1-PB.pdf Nusrat, Aasia and Ashraf, Farzana and Narcy-Combes, Marie Francoise (2019) Effect of direct and indirect teacher feedback on accuracy of English writing: a quasi-experimental study among Pakistani undergraduate students. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 25 (4). pp. 84-98. ISSN 0128-5157 http://ejournals.ukm.my/3l/issue/view/1230
institution Universiti Kebangsaan Malaysia
building Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description 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.
format Article
author Nusrat, Aasia
Ashraf, Farzana
Narcy-Combes, Marie Francoise
spellingShingle Nusrat, Aasia
Ashraf, Farzana
Narcy-Combes, Marie Francoise
Effect of direct and indirect teacher feedback on accuracy of English writing: a quasi-experimental study among Pakistani undergraduate students
author_facet Nusrat, Aasia
Ashraf, Farzana
Narcy-Combes, Marie Francoise
author_sort Nusrat, Aasia
title Effect of direct and indirect teacher feedback on accuracy of English writing: a quasi-experimental study among Pakistani undergraduate students
title_short Effect of direct and indirect teacher feedback on accuracy of English writing: a quasi-experimental study among Pakistani undergraduate students
title_full Effect of direct and indirect teacher feedback on accuracy of English writing: a quasi-experimental study among Pakistani undergraduate students
title_fullStr Effect of direct and indirect teacher feedback on accuracy of English writing: a quasi-experimental study among Pakistani undergraduate students
title_full_unstemmed Effect of direct and indirect teacher feedback on accuracy of English writing: a quasi-experimental study among Pakistani undergraduate students
title_sort effect of direct and indirect teacher feedback on accuracy of english writing: a quasi-experimental study among pakistani undergraduate students
publisher Penerbit Universiti Kebangsaan Malaysia
publishDate 2019
url http://journalarticle.ukm.my/14011/1/29174-115973-1-PB.pdf
http://journalarticle.ukm.my/14011/
http://ejournals.ukm.my/3l/issue/view/1230
_version_ 1657565453667532800
score 13.211869

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