IDEAS home Printed from https://ideas.repec.org/a/ibn/eltjnl/v5y2012i3p230.html
   My bibliography  Save this article

A Case for Direct and Indirect Feedback: The Other Side of Coin

Author

Listed:
  • Hossein Hashemnezhad
  • Saeed Mohammadnejad

Abstract

The use of WCF is a striking necessity in learning of English as a foreign language. If teachers and students can manipulate well the use of written feedback, both parties will benefit. This research looked at the types of feedback given to EFL students during a16-week study. For the purpose of current survey eighty students enrolled freely where they were randomly assigned into two equal treatment groups. Core components of the treatment included having students write a 250-word composition each session, and having teacher provide students with corrective feedback on their writing, and encourage students to apply what they learned in subsequent writing using feedback. According to the statistical index, the study found that CF often facilitates the student’s ability to identify the existence of an error. Furthermore, the results also revealed that error feedback on form in the form of direct feedback is more beneficial than indirect feedback especially for proficient learners.

Suggested Citation

  • Hossein Hashemnezhad & Saeed Mohammadnejad, 2012. "A Case for Direct and Indirect Feedback: The Other Side of Coin," English Language Teaching, Canadian Center of Science and Education, vol. 5(3), pages 230-230, March.
    • Handle: RePEc:ibn:eltjnl:v:5:y:2012:i:3:p:230
    as

    Download full text from publisher

    File URL: https://ccsenet.org/journal/index.php/elt/article/download/15283/10347
    Download Restriction: no
    File URL: https://ccsenet.org/journal/index.php/elt/article/view/15283
    Download Restriction: no
    ---><---

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Abbas Abbas & Hogar Tawfeeq, 2018. "The Effects of Direct and Indirect Corrective Feedback on Accuracy in Second Language Writing," English Language Teaching, Canadian Center of Science and Education, vol. 11(6), pages 1-33, June.

    More about this item

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:ibn:eltjnl:v:5:y:2012:i:3:p:230. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Canadian Center of Science and Education (email available below). General contact details of provider: https://edirc.repec.org/data/cepflch.html .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.