PE 19

كارشناسي ارشد

آموزش زبان انگليسي

92/02/30

هوشنگ خوش سيما

شهين شيخ

computer-Assisted language learning:CALL , Error , Implicite/Explicit Corrective Feedback , Accuracy , Implicit/Explicit Learning , Narrative writing

خوش سيما،هوشنگ , شيخ،شهين

The present study investigated the possible impact of Computer assisted feedback and selective implicit and explicit corrective feedback on writing accuracy of 59 Iranian intermediate EFL learners, majoring English literature in Guilan and Chabahar university. Oxford Placement test and narrative writing pre-test were used to establish the homogeneity and comparability of the participants. The most frequently occurred errors EFL learners’ writing pre-test were chosen to be targeted in the study. Three most recurrent error categories were the incorrect use of the verb tense (19.66%), definite and indefinite articles (14.49%), and the incorrect use of the subject (11.46%). Three groups were formed: explicit corrective feedback group (N=20), implicit corrective feedback (N=19), and control group (N=20). The treatment (explicit and implicit corrective feedback) in experimental groups was conducted via email. Control group received no corrective feedback of any kind intentionally ,but they were also given some routine help to improve their writing. After the treatment, post-tests were administrated, and a series of ANOVAs with Post-Hoc comparisons indicated that the p-value was 0.93 that was more than 0.05; thus it could be concluded that there was not a significant difference among the control and experimental groups. However, there is significant difference between writing accuracy mean scores of the explicit and implicit groups (p=0.04< 0.05); based on the result of the statistics, explicit corrective feedback was more effective for the participants.

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