Andere Kunden interessierten sich auch für
![Developing the Speaking Ability in High School Students]( "Developing the Speaking Ability in High School Students")
Developing the Speaking Ability in High School Students51,99 €![Exploring the Perception of Oral Error Correction]( "Exploring the Perception of Oral Error Correction")
Exploring the Perception of Oral Error Correction36,99 €![The role of Error Correction in Teaching Oral Communication Skills]( "The role of Error Correction in Teaching Oral Communication Skills")
The role of Error Correction in Teaching Oral Communication Skills19,99 €![The Effect of Different Types of Feedback on Writing Accuracy]( "The Effect of Different Types of Feedback on Writing Accuracy")
The Effect of Different Types of Feedback on Writing Accuracy46,99 €![The Effects of Audio Feedback on the L2 Writing Quality]( "The Effects of Audio Feedback on the L2 Writing Quality")
The Effects of Audio Feedback on the L2 Writing Quality36,99 €![The Role of Gambits in Promoting Iranian EFL Learners¿ Spoken Fluency]( "The Role of Gambits in Promoting Iranian EFL Learners¿ Spoken Fluency")
The Role of Gambits in Promoting Iranian EFL Learners¿ Spoken Fluency42,99 €![Reading Strategies and Learners' Reading Comprehension Ability]( "Reading Strategies and Learners' Reading Comprehension Ability")
Reading Strategies and Learners' Reading Comprehension Ability53,99 €
This study compared the impact of two types of teacher written feedback on Iranian EFL learners' writing ability and their ability of tense consistency in L2 writing.After administering a standardized language proficiency test(Preliminary English Test),62 homogenous participants were assigned to the control(direct-only correction)and experimental(direct metalinguistic correction) group.The comparison of the groups on the writing pretest confirmed the homogeneity of the subjects before the instruction.During 10 sessions of instruction,the control group received direct-only correction by indicating the location of an error and the provision of the correct form,while the experimental group received direct metalinguistic correction by indicating the location of an error, writing the correct form,and providing metalinguistic comments explaining the reason behind correction.After the treatment,both groups took part in the writing and delayed writing posttests,respectively.The results indicated that direct metalinguistic correction was more effective in the improvement of EFL learners' writing ability and their ability of tense consistency and this improvement was retained over 3 weeks.