Detail The Effectiveness of Direct and Indirect Written Corrective Feedback in Improving EFL Learners? Hortatory Exposition Writing   Oleh:  Rustipa, Katharina Jenis: Article from Proceeding Dalam koleksi: The 61st TEFLIN International Conference : English Language Curriculum Development: Implications for Innovations in Language Policy and Planning, Pedagogical Practices, and Teacher Professional Development, Solo, 7 - 9 October 2014, page 625-628. Topik: direct feedback; indirect feedback; Hortatory Exposition Fulltext: THE EFFECTIVENESS OF DIRECT AND INDIRECT.pdf (6.95MB) Isi artikel At present, research has not adequately dealt with corrective feedback (Mirzaii & Aliabadi, 2013). Adam (2003) claims that written production and feedback are important for SLA. It pushes learners’ awareness towards the problems in their interlanguage. Corrective feedback has always been a challenge (Sadeghpour, 2013). This study, thus, aims at investigating the impact of feedback on students’ writing. Thirty EFL learners at UNISBANK participated in this study. They were divided into Direct Feedback Group (DFG) and Indirect Feedback Group (IFG). Both did pretest before the treatment. Subsequently, they were asked to write Hortatory Exposition texts in groups and individually. DFG’s texts were provided with direct feedback while the IFG’s with indirect one. Afterwards, posttest was administered. The results show that direct feedback is more effective than indirect feedback. However, the difference is statistically not significant. The pedagogical implication is that in giving corrective feedback teacher should consider learner’s level of competence, since the effectiveness of the feedback depends on the learner’s competence level, the lower proficient learners might be unable to correct their own errors based on indirect corrective feedback. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

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