Web-based and collaborative corrective feedback: Exploring options for reducing the dependence on the teacher in l2 writing
This paper reports a study that examined the effect of web-based and collaborative corrective feedback (CF) on the use of English articles in the written mode. Sixty four Iranian learners of English were placed in the web-based CF, the collaborative CF, and the control group. During two treatment se...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Teaching English Language and Literature Society of Iran (TELLSI)
2014-12-01
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| Series: | Teaching English Language |
| Subjects: | |
| Online Access: | http://www.teljournal.org/article_53818_72e37b775970f46910d1ced351f3f7dc.pdf |
| _version_ | 1818478402172092416 |
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| author | Afsar Rouhi Hossein Vafadar |
| author_facet | Afsar Rouhi Hossein Vafadar |
| author_sort | Afsar Rouhi |
| collection | DOAJ |
| description | This paper reports a study that examined the effect of web-based and collaborative corrective feedback (CF) on the use of English articles in the written mode. Sixty four Iranian learners of English were placed in the web-based CF, the collaborative CF, and the control group. During two treatment sessions, all participants were required to narrate their accounts of reading 2 fables in a fixed time span. The targeted forms used incorrectly in the narration of the web-based CF group were specified and sent back to participants as a hyperlink to a concordance file designed for this study. Later, the group was required to exploit concordances for self-correction using an online concordance website. Participants in the collaborative CF group revised their narrations collaboratively. The control group, however, received no CF. Results of repeated measures ANOVAs run on the data obtained revealed that although both web-based and collaborative CF improved learners' L2 writing in terms of English articles significantly, web-based CF showed some superiority over collaborative CF. The findings also suggested, though implicitly, that participants assumed more responsibility and independence in revising their own writing as a result of the CFs given in this study. |
| first_indexed | 2024-12-10T09:47:38Z |
| format | Article |
| id | doaj.art-246ab9585ee444c5bdff0d00b2b2634a |
| institution | Directory Open Access Journal |
| issn | 2538-5488 2538-547X |
| language | English |
| last_indexed | 2024-12-10T09:47:38Z |
| publishDate | 2014-12-01 |
| publisher | Teaching English Language and Literature Society of Iran (TELLSI) |
| record_format | Article |
| series | Teaching English Language |
| spelling | doaj.art-246ab9585ee444c5bdff0d00b2b2634a2022-12-22T01:53:45ZengTeaching English Language and Literature Society of Iran (TELLSI)Teaching English Language2538-54882538-547X2014-12-0182599010.22132/tel.2014.5381853818Web-based and collaborative corrective feedback: Exploring options for reducing the dependence on the teacher in l2 writingAfsar Rouhi0Hossein Vafadar1Payame Noor UniversityIslamic Azad University, Ardabil BranchThis paper reports a study that examined the effect of web-based and collaborative corrective feedback (CF) on the use of English articles in the written mode. Sixty four Iranian learners of English were placed in the web-based CF, the collaborative CF, and the control group. During two treatment sessions, all participants were required to narrate their accounts of reading 2 fables in a fixed time span. The targeted forms used incorrectly in the narration of the web-based CF group were specified and sent back to participants as a hyperlink to a concordance file designed for this study. Later, the group was required to exploit concordances for self-correction using an online concordance website. Participants in the collaborative CF group revised their narrations collaboratively. The control group, however, received no CF. Results of repeated measures ANOVAs run on the data obtained revealed that although both web-based and collaborative CF improved learners' L2 writing in terms of English articles significantly, web-based CF showed some superiority over collaborative CF. The findings also suggested, though implicitly, that participants assumed more responsibility and independence in revising their own writing as a result of the CFs given in this study.http://www.teljournal.org/article_53818_72e37b775970f46910d1ced351f3f7dc.pdfweb-based cfcollaborative cfl2 writingconcordancing |
| spellingShingle | Afsar Rouhi Hossein Vafadar Web-based and collaborative corrective feedback: Exploring options for reducing the dependence on the teacher in l2 writing Teaching English Language web-based cf collaborative cf l2 writing concordancing |
| title | Web-based and collaborative corrective feedback: Exploring options for reducing the dependence on the teacher in l2 writing |
| title_full | Web-based and collaborative corrective feedback: Exploring options for reducing the dependence on the teacher in l2 writing |
| title_fullStr | Web-based and collaborative corrective feedback: Exploring options for reducing the dependence on the teacher in l2 writing |
| title_full_unstemmed | Web-based and collaborative corrective feedback: Exploring options for reducing the dependence on the teacher in l2 writing |
| title_short | Web-based and collaborative corrective feedback: Exploring options for reducing the dependence on the teacher in l2 writing |
| title_sort | web based and collaborative corrective feedback exploring options for reducing the dependence on the teacher in l2 writing |
| topic | web-based cf collaborative cf l2 writing concordancing |
| url | http://www.teljournal.org/article_53818_72e37b775970f46910d1ced351f3f7dc.pdf |
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