GIVING OR RECEIVING WRITTEN CORRECTIVE FEEDBACK: WHICH ONE WORKS BETTER IN L2 WRITING?

GIVING OR RECEIVING WRITTEN CORRECTIVE FEEDBACK: WHICH ONE WORKS BETTER IN L2 WRITING?

Rouhi, Afsar
Dibah, Minoo

This study explores the differential effect of giving and receiving WCF on prompting writing of Iranian EFL learners. To this end, 61 learners of English were randomly assigned to a WCF Giver group (n - 19), a WCF Receiver group (n = 22), and a control group (n = 20). The participating groups completed four translation tasks as treatment, and took a translation task and a picture description task. The analysis of the data obtained provided robust evidence for the effectiveness of WCF provided by peers (PWCF). Additionally, the further data analysis revealed that the participants in the WCF Giver group outperformed participants in the WCF Receiver group and the control group in translation and picture description tasks. The findings and pedagogical implications are discussed in detail. Key words: written corrective feedback, WCF giver, WCF receiver, peer WCF, teacher WCF, involvement load hypothesis

Conference or Workshop Item
PeerReviewed

2014

3351