The effect of mid-focused and unfocused written corrections on the acquisition of grammatical structures

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Ahsan Pashazadeh

Abstract

Studies that have reported delayed positive effects for written corrective feedback (WCF) have typically targeted the use of articles for first- and subsequent-mention functions, using narrowly focused corrections that lack ecological validity. Not much is known about how different grammatical features react to mid-focused and unfocused WCF options, which enjoy more ecological validity. This study investigates the delayed effect of different types of WCF on English as a foreign language (EFL) learners' accurate use of three features of English grammar (articles, infinitive, and unreal conditional). Four groups of participants (N = 77) were treated with different feedback options (mid-focused corrections, unfocused corrections, unfocused corrections plus revision, and no corrective feedback). WCF did not produce lasting accuracy gains, nor did it help corrected students outperform uncorrected students on a delayed posttest. 

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How to Cite
Pashazadeh, A. (2017). The effect of mid-focused and unfocused written corrections on the acquisition of grammatical structures. Journal of Response to Writing, 3(1). Retrieved from https://journalrw.org/index.php/jrw/article/view/70
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Author Biography

Ahsan Pashazadeh, University of Tehran

Ahsan Pashazadeh has recently obtained a PhD degree in TEFL from University of Tehran and is currently teaching English to Iranian learners.