Effects of Teachers’ Written Corrective Feedback on the Writing Achievement of First-Year Ethiopian University Students
An increasing number of studies have confirmed that written corrective feedback (hereafter WCF) is vital for improving learners’ L2 writing. However, many scholars could not agree whether this improvement was due to direct, indirect, or both forms of WCF. Thus, this study first investigated the role...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Hindawi Limited
2023-01-01
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| Series: | Education Research International |
| Online Access: | http://dx.doi.org/10.1155/2023/7129978 |
| _version_ | 1811157955001712640 |
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| author | Baymot Mekuriaw Wondim Kassie Shifere Bishaw Yinager Teklesellassie Zeleke |
| author_facet | Baymot Mekuriaw Wondim Kassie Shifere Bishaw Yinager Teklesellassie Zeleke |
| author_sort | Baymot Mekuriaw Wondim |
| collection | DOAJ |
| description | An increasing number of studies have confirmed that written corrective feedback (hereafter WCF) is vital for improving learners’ L2 writing. However, many scholars could not agree whether this improvement was due to direct, indirect, or both forms of WCF. Thus, this study first investigated the role of WCF students’ writing achievement; it then investigated if there was a statistically significant difference in writing achievement between groups that received direct and indirect WCF forms. To this end, a quasi-experimental research design involving three intact first-year classes from a university found in northwest Ethiopia was used. Two experimental groups and one comparison group of learners were participants in this study. Test scores analyzed by analysis of covariance (ANCOVA) revealed that WCF has an influential role in enhancing learners’ writing performance. Moreover, this study showed that learners in the direct WCF accompanied by a metalinguistic explanation group outperformed their counterparts in the indirect WCF group in writing paragraphs. Based on the study’s findings, it is possible to conclude that the provision of WCF is vital in the Ethiopian context; moreover, learners could benefit more from using linguistic structures correctly if metalinguistic explanations accompany the provision of direct WCF. |
| first_indexed | 2024-04-10T05:16:14Z |
| format | Article |
| id | doaj.art-b5d64cee177347ff981edf318dcbff44 |
| institution | Directory Open Access Journal |
| issn | 2090-4010 |
| language | English |
| last_indexed | 2024-04-10T05:16:14Z |
| publishDate | 2023-01-01 |
| publisher | Hindawi Limited |
| record_format | Article |
| series | Education Research International |
| spelling | doaj.art-b5d64cee177347ff981edf318dcbff442023-03-09T00:00:18ZengHindawi LimitedEducation Research International2090-40102023-01-01202310.1155/2023/7129978Effects of Teachers’ Written Corrective Feedback on the Writing Achievement of First-Year Ethiopian University StudentsBaymot Mekuriaw Wondim0Kassie Shifere Bishaw1Yinager Teklesellassie Zeleke2Department of English Language and LiteratureDepartment of English Language and LiteratureDepartment of English Language and LiteratureAn increasing number of studies have confirmed that written corrective feedback (hereafter WCF) is vital for improving learners’ L2 writing. However, many scholars could not agree whether this improvement was due to direct, indirect, or both forms of WCF. Thus, this study first investigated the role of WCF students’ writing achievement; it then investigated if there was a statistically significant difference in writing achievement between groups that received direct and indirect WCF forms. To this end, a quasi-experimental research design involving three intact first-year classes from a university found in northwest Ethiopia was used. Two experimental groups and one comparison group of learners were participants in this study. Test scores analyzed by analysis of covariance (ANCOVA) revealed that WCF has an influential role in enhancing learners’ writing performance. Moreover, this study showed that learners in the direct WCF accompanied by a metalinguistic explanation group outperformed their counterparts in the indirect WCF group in writing paragraphs. Based on the study’s findings, it is possible to conclude that the provision of WCF is vital in the Ethiopian context; moreover, learners could benefit more from using linguistic structures correctly if metalinguistic explanations accompany the provision of direct WCF.http://dx.doi.org/10.1155/2023/7129978 |
| spellingShingle | Baymot Mekuriaw Wondim Kassie Shifere Bishaw Yinager Teklesellassie Zeleke Effects of Teachers’ Written Corrective Feedback on the Writing Achievement of First-Year Ethiopian University Students Education Research International |
| title | Effects of Teachers’ Written Corrective Feedback on the Writing Achievement of First-Year Ethiopian University Students |
| title_full | Effects of Teachers’ Written Corrective Feedback on the Writing Achievement of First-Year Ethiopian University Students |
| title_fullStr | Effects of Teachers’ Written Corrective Feedback on the Writing Achievement of First-Year Ethiopian University Students |
| title_full_unstemmed | Effects of Teachers’ Written Corrective Feedback on the Writing Achievement of First-Year Ethiopian University Students |
| title_short | Effects of Teachers’ Written Corrective Feedback on the Writing Achievement of First-Year Ethiopian University Students |
| title_sort | effects of teachers written corrective feedback on the writing achievement of first year ethiopian university students |
| url | http://dx.doi.org/10.1155/2023/7129978 |
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