A Comparison of the Effects of Revision-mediated and Attention-mediated Indirect Coded Feedback on EFL Learners’ Written Syntactic Accuracy
| dc.authorid | 0000-0002-4312-9731 | |
| dc.contributor.author | Valizadeh, Mohammadreza | |
| dc.date.accessioned | 2021-08-03T10:33:08Z | |
| dc.date.available | 2021-08-03T10:33:08Z | |
| dc.date.issued | 2021 | en_US |
| dc.department | Kapadokya Üniversitesi, Beşeri Bilimler Fakültesi, İngilizce Mütercim ve Tercümanlık Bölümü | |
| dc.description.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 who were 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. A 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 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. | |
| dc.identifier.issue | 4 | en_US |
| dc.identifier.uri | https://doi.org/10.34293/sijedu.v9i4.4093 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12695/1234 | |
| dc.identifier.volume | 9 | en_US |
| dc.institutionauthor | Valizadeh, Mohammadreza | |
| dc.language.iso | en | |
| dc.publisher | International Journal of Education | |
| dc.relation.ispartof | International Journal of Education | |
| dc.relation.publicationcategory | Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı | |
| dc.rights | info:eu-repo/semantics/closedAccess | en_US |
| dc.subject | Writing | |
| dc.subject | Comprehensive indirect coded feedback | |
| dc.subject | Revision | |
| dc.subject | Attention | |
| dc.subject | Syntactic accuracy | |
| dc.title | A Comparison of the Effects of Revision-mediated and Attention-mediated Indirect Coded Feedback on EFL Learners’ Written Syntactic Accuracy | |
| dc.type | Article |
