Zohdi Rad, M., Ghafournia, N. (2016). The Effect of Focused Corrective Feedback and Attitude on Grammatical Accuracy: A Study of Iranian EFL Learners. International Journal of Foreign Language Teaching and Research, 4(15), 75-85.
Mahdieh Zohdi Rad; Narjes Ghafournia. "The Effect of Focused Corrective Feedback and Attitude on Grammatical Accuracy: A Study of Iranian EFL Learners". International Journal of Foreign Language Teaching and Research, 4, 15, 2016, 75-85.
Zohdi Rad, M., Ghafournia, N. (2016). 'The Effect of Focused Corrective Feedback and Attitude on Grammatical Accuracy: A Study of Iranian EFL Learners', International Journal of Foreign Language Teaching and Research, 4(15), pp. 75-85.
Zohdi Rad, M., Ghafournia, N. The Effect of Focused Corrective Feedback and Attitude on Grammatical Accuracy: A Study of Iranian EFL Learners. International Journal of Foreign Language Teaching and Research, 2016; 4(15): 75-85.
The Effect of Focused Corrective Feedback and Attitude on Grammatical Accuracy: A Study of Iranian EFL Learners
1Department of English, Khorasane Razavi Science and Research Branch, Islamic Azad University, Neyshabur, Iran.
2Department of English, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran.
Abstract
Abstract The study aimed at investigating the efficacy of written corrective feedback (CF) in improving Iranian EFL learners’ grammatical accuracy. It compared the effects of focused and unfocused written CF on the learners’ grammatical accuracy. 75 EFL students formed a one control and two experimental groups. The focused feedback group was provided with error correction in tenses. The unfocused feedback group was provided with error correction in tense, articles, spelling, pronouns, vocabulary, and prepositions. The results indicated a significant improvement in accuracy for the two experimental groups from pretest to posttest. The outcomes demonstrated that giving written CF was effective, which enhanced learners' grammatical accuracy, and that focused and unfocused written CF were not of differential significant effect in such manner. The results on the construct of the attitudinal questionnaire indicated learners’ preference in two experimental groups for the interactional activities, error correction, and the different type of CF techniques. The mean scores on each content area of the questionnaire suggested that learners in the focused group scored higher than the other groups in their attitudes toward the errors to be corrected.
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