A Comparison of the Effects of RevisionMediated and Attention-mediated Indirect Coded Feedback on EFL Learners’ Written Syntactic Accuracy

  • Zahra Azari Nia Islamic Azad University, Karaj, Iran
  • Mohammadreza Valizadeh Department of Translation and Interpretation (English), Faculty of Humanities, Cappadocia University, Cappadocia, Turkey https://orcid.org/0000-0002-4312-9731
Keywords: Writing, Comprehensive indirect coded feedback, Revision, Attention, Syntactic accuracy

Abstract

This study investigated the immediate and sustained effects of revision-mediated (RICF) and attention-mediated (AICF) indirect coded corrective feedback on the written syntactic accuracy development of 50 upper-intermediate Iranian EFL learners assigned to two RICF and AICF groups. They received eight-session treatments, followed by an immediate posttest and then a delayed posttest after a four-week time interval. The collected written scripts were co-rated for syntactic accuracy by the researcher and her colleague. Descriptive and inferential statistical analyses were conducted with SPSS 21. The Wilcoxon Signed Rank Test and the paired-samples t-tests revealed that each treatment separately (i.e., revision-mediated and attention-mediated CF) had a statistically significant impact on EFL learners’ written syntactic accuracy both in the short and long term. Moreover, the independent samples t-tests indicated no significant difference between the effects of revision-mediated and attention-mediated CF on EFL learners’ written syntactic accuracy both in the short and long term. The paper provides discussion and implications.

Published
2021-09-01
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How to Cite
Nia, Z. A., & Valizadeh, M. (2021). A Comparison of the Effects of RevisionMediated and Attention-mediated Indirect Coded Feedback on EFL Learners’ Written Syntactic Accuracy. Shanlax International Journal of Education, 9(4), 146-156. https://doi.org/10.34293/education.v9i4.4093
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Articles