 The Effect of Six Different Corrective Feedback Strategies on Iranian English Language Learners’ IELTS Writing Task 2Reza Vahdani Sanavi and Majid Nemati SAGE Open, 2014, vol. 4, issue 2, 2158244014538271 Abstract: Scholars have long studied the effect of corrective feedback strategies on the writing ability of language learners, but few have formed designs in which more than three feedback strategies have been used. In this research, the ultimate goal was to discover how International English Language Testing System (IELTS-) candidates could be helped to perform better in the writing component of the test with the feedback they get. To this end, 186 learners attending IELTS preparation classes in three different English language institutes participated in this quasi-experimental study. A one-way ANOVA was run to discover the significant difference among the six groups. The findings proposed that Iranian English as a Foreign Language (EFL) students’ writing ability improved as a result of the employment of writing feedback strategies but that reformulation strategy was the most effective one. Teachers can, thus, benefit from the finding of this research by studying the way they should tackle the learners’ inaccurate productions as far as different writing score band descriptors are concerned. Keywords: corrective feedback; IELTS; Task 2; writing component (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:4:y:2014:i:2:p:2158244014538271 Access Statistics for this article More articles in SAGE Open |
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