The Effect of Focused Written Corrective Feedback on High/Low Self-Regulated EFL Learners’ English Writing Ability

Document Type: Original Article

Authors

1 PhD candidate in TEFL, Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran

2 Assistant Professor of TEFL, Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran

Abstract

The present study aimed to explore whether focused written corrective feedback has any significant effect on improving undergraduate university students’ paragraph writing ability; if so, the study fur- ther sought to demonstrate whether this effect differs within high/low self-regulated learners or not. For the purpose of the study, 60 BA university students were chosen out of 145 learners through the application of a sample Oxford Placement Test (OPT). Subsequently, the participants were randomly assigned into one control and one experimental group. The experimental group was assigned into two groups of high and low self-regulated learners based on Magno’s (2009) Academic Self-regulated Learning Scale (A-SRL-S) questionnaire. The control group received feedback in their writings through the conventional procedure, whereas the experimental group received focused written correc- tive feedback in some selected areas of the grammar. The data analysis revealed that focused written corrective feedback has a significant effect on improving writing ability; in addition, the results showed that high self-regulated learners benefited more from focused written corrective feedback than low self-regulated learners.

Keywords


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Volume 9, Issue 4
Autumn 2019
Pages 93-103