Written Corrective Feedback in Second Language Writing: Does SEMI-Feedback Suffice?

Document Type : research article

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Abstract

In an attempt to investigate other options to address learners' written grammatical errors, the present study compared the effects of indirect focused written corrective feedback (WCF) with sample enhanced motivating input (SEMI) on the accuracy with which EFL learners used English articles in narrative writing. Using three intact intermediate classes totaling 46 students, three groups were formed: (1) a WCF group who received indirect focused WCF along with written metalinguistic information, (2) a SEMI group who received SEMI-feedback (a writing sample the focused structures of which are enhanced) along with written metalinguistic information, and (3) a control group who received no corrective feedback. While no difference in effectiveness was found between WCF and SEMI, the experimental groups outperformed the control group on the immediate and delayed posttests. The results suggest that, given its high practicality, SEMI-feedback can be considered a reliable alternative to focused WCF for addressing students' grammatical errors.

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منابع
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