• Home
  • Browse
    • Current Issue
    • By Issue
    • By Author
    • By Subject
    • Author Index
    • Keyword Index
  • Journal Info
    • About Journal
    • Aims and Scope
    • Editorial Board
    • Advisory Editorial Board
    • Editorial Staff
    • Publication Ethics
    • Indexing and Abstracting
    • Related Links
    • FAQ
    • Peer Review Process
    • News
  • Guide for Authors
  • Submit Manuscript
  • Reviewers
  • Contact Us
 
  • Login
  • Register
Home Articles List Article Information
  • Save Records
  • |
  • Printable Version
  • |
  • Recommend
  • |
  • Export Citation Export to
    RIS EndNote BibTeX APA MLA Harvard Vancouver
  • |
  • Share Share
    CiteULike Mendeley Facebook Google LinkedIn Twitter
Iranian Journal of Language Teaching Research
Articles in Press
Current Issue
Journal Archive
Volume Volume 6 (2018)
Volume Volume 5 (2017)
Volume Volume 4 (2016)
Volume Volume 3 (2015)
Volume Volume 2 (2014)
Issue Issue 2
Issue Issue 1
Volume Volume 1 (2013)
Ahmadi Shirazi, M., Shekarabi, Z. (2014). The Role of Written Corrective Feedback in Enhancing the Linguistic Accuracy of Iranian Japanese Learners’ Writing. Iranian Journal of Language Teaching Research, 2(1), 99-118.
Masoumeh Ahmadi Shirazi; Zeinab Shekarabi. "The Role of Written Corrective Feedback in Enhancing the Linguistic Accuracy of Iranian Japanese Learners’ Writing". Iranian Journal of Language Teaching Research, 2, 1, 2014, 99-118.
Ahmadi Shirazi, M., Shekarabi, Z. (2014). 'The Role of Written Corrective Feedback in Enhancing the Linguistic Accuracy of Iranian Japanese Learners’ Writing', Iranian Journal of Language Teaching Research, 2(1), pp. 99-118.
Ahmadi Shirazi, M., Shekarabi, Z. The Role of Written Corrective Feedback in Enhancing the Linguistic Accuracy of Iranian Japanese Learners’ Writing. Iranian Journal of Language Teaching Research, 2014; 2(1): 99-118.

The Role of Written Corrective Feedback in Enhancing the Linguistic Accuracy of Iranian Japanese Learners’ Writing

Article 8, Volume 2, Issue 1, Winter 2014, Page 99-118  XML PDF (895 K)
Document Type: Original Article
Authors
Masoumeh Ahmadi Shirazi ; Zeinab Shekarabi
University of Tehran, Iran
Receive Date: 17 February 2013,  Revise Date: 15 November 2013,  Accept Date: 15 December 2013 
Abstract
This study is an attempt to investigate the effect of direct and indirect feedback on the writing performance of Iranian learners of Japanese as a foreign language. During one academic semester, three indirect feedback types including underlining, coding and translation were used as well as direct type of feedback in order to see which one makes a difference in the written essays of students. The study targeted the impact of these feedback types on the correct usage of prepositions, adjective and noun phrases. Sixty students participated in the study. They were divided into control and experimental group; both were asked to write expository essays each session during a 10-week period; the experimental group were given feedback, either direct or indirect, every other session. Independent samples t- test showed that there is a significant difference between groups with the experimental group having a higher mean of accuracy in the use of three linguistic categories. Having time series design, we conducted repeated measure ANOVA which showed that just direct feedback enhanced the linguistic aspect of written essays of students with indirect feedback having little or no role to play in writing practice. 
Keywords
direct feedback; indirect feedback; writing performance
Statistics
Article View: 117
PDF Download: 153
Home | Glossary | News | Aims and Scope | Sitemap
Top Top

 

 

 

 

 

 

Journal Management System. Designed by sinaweb.