Improving students writing ability throught the use of written corrective feedback

النوع : Mémoire

Written Corrective Feedback (WCF) is vital in learning English as a second/foreign language. It is considered an essential component in the learning cycle, as it centers on enhancing students’ writing ability. However, second language writers face unique challenges in developing effective writing skills. Much of the research regarding WCF either has led to conflicting results or has provided teachers with limited practical guidelines that can be utilized effectively in the classroom. Hence this research study investigated whether direct written corrective feedback (CF) and indirect written CF cause any differential effects on the accurate use of the simple past tense and subject-verb agreement given to high school ESL learners during a 10-week study. The sample for the study was chosen from two high schools in the Bekaa: National College School and Douris High School (DHS), where 60 students from both schools were assigned to three groups; two treatment groups (Group A was the direct CF, and group B was the indirect CF) and a control group (Group C, no CF). During the study, all of the enrolled students took a pre-test, wrote 10 narrative compositions every other session, and finally took a post-test. The researcher provided the students of the two experimental groups with written CF on their writing. As for the control group the researcher did not provide any CF. The statistical analysis indicated that both direct and indirect CF groups did better than the control group. It revealed that both types of feedback improve students' writing accuracy on targeted linguistic forms. It also showed that direct CF group outperformed indirect CF group.