期刊名称：International Journal of Applied Linguistics and English Literature
印刷版ISSN：2200-3592
电子版ISSN：2200-3452
出版年度：2015
卷号：4
期号：6
页码：113-118
DOI：10.7575/aiac.ijalel.v.4n.6p.113
出版社：Australian International Academic Centre PTY. LTD.
摘要：A number of studies has investigated whether definite types of written corrective feedback combinations of different types are more beneficial than others. It seems that teaching writing and giving feedback to students’ written task accuracy is an important task for teachers, so this study tried to investigate the effects of different types of feedback (implicit focus on form, explicit focus on form and explicit focus on forms) on EFL learners’ writing. For this purpose, 45 learners of a total number of 90 low intermediate learners studying at Meraj high school in Ardabil were chosen based on their placement test. Initially to make sure that subjects were homogenous, all of them took the Nelson placement test. Results of the test indicated that all of the participation was homogenous. The 45 learners thus were divided into three groups and each of the groups were received feedback through one of the three forms of above mentioned At the end of the treatment, the participants in three groups were given a writing posttest. T-Tests and One-way ANOVA were used to test the hypotheses. The results of t-tests showed all types of feedback were effective in improving written accuracy and result of Anova (post hoc) showed that there were significant differences between groups and explicit focus on form outperformed than other types of feedback.
其他摘要：A number of studies has investigated whether definite types of written corrective feedback combinations of different types are more beneficial than others. It seems that teaching writing and giving feedback to students’ written task accuracy is an important task for teachers, so this study tried to investigate the effects of different types of feedback (implicit focus on form, explicit focus on form and explicit focus on forms) on EFL learners’ writing. For this purpose, 45 learners of a total number of 90 low intermediate learners studying at Meraj high school in Ardabil were chosen based on their placement test. Initially to make sure that subjects were homogenous, all of them took the Nelson placement test. Results of the test indicated that all of the participation was homogenous. The 45 learners thus were divided into three groups and each of the groups were received feedback through one of the three forms of above mentioned At the end of the treatment, the participants in three groups were given a writing posttest. T-Tests and One-way ANOVA were used to test the hypotheses. The results of t-tests showed all types of feedback were effective in improving written accuracy and result of Anova (post hoc) showed that there were significant differences between groups and explicit focus on form outperformed than other types of feedback.
关键词：implicit focus on form; explicit focus on form; explicit focus on formS; l2 writing performance at accuracy level
其他关键词：implicit focus on form; explicit focus on form; explicit focus on formS; l2 writing performance at accuracy level
