چكيده به لاتين
Abstract
Writing is believed to be as important as the other skills especially when it comes to academic context. Second language writing has always been challenging for L2 learners Providing feedback on students’mistakes is one of the most demanding tasks for teachers and influenced by their views on good writing and teaching. (Sadeghi & Mosalli, 2013). This study tries to investigate students’ reaction to teachers’ written feedback on their writing performance. It also attempts to examine the difference among different feedback types regarding students’ writing performance. Moreover, the students’ attitude toward teacher feedback is inspected. Using purposive sampling, 45 first-year (45 females) postgraduate Iranian students studying non-English majors of who had enrolled in an advanced writing course at Safir institute (18 to 40 years old ) were chosen as the participants for the present study. Preliminary English Test (PET) was administrated as the proficiency test in the first session to measure learners’ general English knowledge and ensure their homogeneity. Three groups of learners were chosen. Three topics were used for each group in three weeks. The results showed that written corrective feedback (WCF), either focused or unfocused, improved the learners’ writing accuracy in their writing over time. Specifically, learners who received focused corrective feedback (WCF) outperformed those who received unfocused CF and no feedback. The results of this study are important for second and foreign language teachers to establish which type of WCF, whether direct focused or indirect, helps to improve accuracy of learners' written works.
