期刊名称：International Journal of English and Education
印刷版ISSN：2278-4012
出版年度：2014
卷号：3
期号：4
出版社：Brahmaputra Publishing House
摘要：Providing feedback to and correcting errors of learners’ language performance isimportant in both first (L1) and second language (L2) teaching and learning process. A numberof studies have examined the effectiveness of different types of corrective-feedback (CF) on L2learners’ writing and results showed positive effects (Ahmadi et al. 2012; Kamberi, 2013; Lyster& Saito, 2010). However, little has examined the effects of CF on L2 writing via wiki (Zailin,2010; Zailin, Nik & Ainol, 2012). Therefore, the current study aims to provide further insightsinto the effects of implicit CF on L2 learners’ writing through wiki. Nineteen (n=19)undergraduate L2 learners doing English at University Malaysia Pahang were enrolled in thestudy. During the pretest session, the learners were required to write an essay onCommunication Skills at Workplace for approximately one hour. Next, implicit CF was providedto the essays, and a week later during the posttest session, the learners revised their essays basedon the feedback given. Results indicated that wiki-based implicit CF helped L2 learners toimprove the accuracy and fluency of their written productions. While the result also revealed apositive influence of CF on lexical complexity to a certain degree, syntactic complexity was notaffected.
