Said Rashid Al Harthy, Abdullah Darwish, Mohamed Yacoub, Met'eb Alnwairan
{"title":"书面纠正反馈与 EFL 学生对介词、冠词、标点符号和大小写的使用","authors":"Said Rashid Al Harthy, Abdullah Darwish, Mohamed Yacoub, Met'eb Alnwairan","doi":"10.33806/ijaes.v24i2.526","DOIUrl":null,"url":null,"abstract":"This study investigates the effect of direct and indirect written corrective feedback (WCF) on EFL students’ use of prepositions, articles, punctuation, and capitalization. The importance of focusing on WCF is due to its role in enhancing students’ writing accuracy and making their writing more suitable to their respective discourse communities. Using a quantitative approach, data was collected over a period of two months in a university in the Sultanate of Oman through pre- and post-tests including two stages of treatments. A total of 45 students voluntarily participated in the study: control group (n=15), direct group (n=15), and indirect group (n=15). While the control group (CG) received no feedback and did not receive interventions, the direct group (DG) received feedback on their pre-test, treatment one and treatment two. For DG, errors were underlined and correct forms were given immediately. The indirect group (IG) received feedback on their pre-test, treatment one and treatment two, as well, but their errors were only underlined with no corrections given to encourage students to find the correct forms themselves. The results of this study suggest that direct written corrective feedback (WCF) is more effective than indirect feedback in improving the use of prepositions, articles, punctuation, and capitalization among Omani undergraduate students majoring in literature. The control group did not show any significant improvements, indicating that written corrective feedback is necessary for improving writing skills among EFL students.","PeriodicalId":37677,"journal":{"name":"International Journal of Arabic-English Studies","volume":" 46","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Written Corrective Feedback and EFL Students’ Use of Prepositions, Articles, Punctuation and Capitalization\",\"authors\":\"Said Rashid Al Harthy, Abdullah Darwish, Mohamed Yacoub, Met'eb Alnwairan\",\"doi\":\"10.33806/ijaes.v24i2.526\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study investigates the effect of direct and indirect written corrective feedback (WCF) on EFL students’ use of prepositions, articles, punctuation, and capitalization. The importance of focusing on WCF is due to its role in enhancing students’ writing accuracy and making their writing more suitable to their respective discourse communities. Using a quantitative approach, data was collected over a period of two months in a university in the Sultanate of Oman through pre- and post-tests including two stages of treatments. A total of 45 students voluntarily participated in the study: control group (n=15), direct group (n=15), and indirect group (n=15). While the control group (CG) received no feedback and did not receive interventions, the direct group (DG) received feedback on their pre-test, treatment one and treatment two. For DG, errors were underlined and correct forms were given immediately. The indirect group (IG) received feedback on their pre-test, treatment one and treatment two, as well, but their errors were only underlined with no corrections given to encourage students to find the correct forms themselves. The results of this study suggest that direct written corrective feedback (WCF) is more effective than indirect feedback in improving the use of prepositions, articles, punctuation, and capitalization among Omani undergraduate students majoring in literature. The control group did not show any significant improvements, indicating that written corrective feedback is necessary for improving writing skills among EFL students.\",\"PeriodicalId\":37677,\"journal\":{\"name\":\"International Journal of Arabic-English Studies\",\"volume\":\" 46\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-03-24\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Arabic-English Studies\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.33806/ijaes.v24i2.526\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"Arts and Humanities\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Arabic-English Studies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.33806/ijaes.v24i2.526","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Arts and Humanities","Score":null,"Total":0}
Written Corrective Feedback and EFL Students’ Use of Prepositions, Articles, Punctuation and Capitalization
This study investigates the effect of direct and indirect written corrective feedback (WCF) on EFL students’ use of prepositions, articles, punctuation, and capitalization. The importance of focusing on WCF is due to its role in enhancing students’ writing accuracy and making their writing more suitable to their respective discourse communities. Using a quantitative approach, data was collected over a period of two months in a university in the Sultanate of Oman through pre- and post-tests including two stages of treatments. A total of 45 students voluntarily participated in the study: control group (n=15), direct group (n=15), and indirect group (n=15). While the control group (CG) received no feedback and did not receive interventions, the direct group (DG) received feedback on their pre-test, treatment one and treatment two. For DG, errors were underlined and correct forms were given immediately. The indirect group (IG) received feedback on their pre-test, treatment one and treatment two, as well, but their errors were only underlined with no corrections given to encourage students to find the correct forms themselves. The results of this study suggest that direct written corrective feedback (WCF) is more effective than indirect feedback in improving the use of prepositions, articles, punctuation, and capitalization among Omani undergraduate students majoring in literature. The control group did not show any significant improvements, indicating that written corrective feedback is necessary for improving writing skills among EFL students.
期刊介绍:
The aim of this international refereed journal is to promote original research into cross-language and cross-cultural studies in general, and Arabic-English contrastive and comparative studies in particular. Within this framework, the journal welcomes contributions to such areas of interest as comparative literature, contrastive textology, contrastive linguistics, lexicology, stylistics, and translation studies. The journal is also interested in theoretical and practical research on both English and Arabic as well as in foreign language education in the Arab world. Reviews of important, up-to- date, relevant publications in English and Arabic are also welcome. In addition to articles and book reviews, IJAES has room for notes, discussion and relevant academic presentations and reports. These may consist of comments, statements on current issues, short reports on ongoing research, or short replies to other articles. The International Journal of Arabic-English Studies (IJAES) is the forum of debate and research for the Association of Professors of English and Translation at Arab Universities (APETAU). However, contributions from scholars involved in language, literature and translation across language communities are invited.