Effect of direct and indirect teacher feedback on accuracy of English writing: a quasi-experimental study among Pakistani undergraduate students
Introducing new techniques to improve learner-teacher interaction receives substantial attention from the field of educational psychology. The current research aims to investigate the effect of teacher feedback on the written English accuracy of English as Second Language (ESL) students. In a quas...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2019
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| Online Access: | http://journalarticle.ukm.my/14011/ http://journalarticle.ukm.my/14011/1/29174-115973-1-PB.pdf |
| _version_ | 1848813436159393792 |
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| author | Nusrat, Aasia Ashraf, Farzana Narcy-Combes, Marie Francoise |
| author_facet | Nusrat, Aasia Ashraf, Farzana Narcy-Combes, Marie Francoise |
| author_sort | Nusrat, Aasia |
| building | UKM Institutional Repository |
| collection | Online Access |
| description | Introducing new techniques to improve learner-teacher interaction receives substantial attention from the field
of educational psychology. The current research aims to investigate the effect of teacher feedback on the written
English accuracy of English as Second Language (ESL) students. In a quasi-experimental study, 90 participants
were given three distinct forms of feedback (i.e. oral meta-linguistic, also called direct feedback; written
indirect feedback and no feedback) for writing errors of three types (i.e. verb tenses, use of articles and
prepositions) and were assessed three times during the study (i.e., pre-test, immediate post-test and delayed
test). One-way ANOVA demonstrated that the ESL learners given direct meta-linguistic oral feedback reported
fewer errors in two out of the three linguistic forms in subsequent writing in comparison with ESL learners who
received indirect written feedback and those who did not receive feedback. Findings suggest that introducing
oral meta-linguistic teacher feedback in the Pakistani language learning context can improve the English
language learning of students. |
| first_indexed | 2025-11-15T00:18:09Z |
| format | Article |
| id | oai:generic.eprints.org:14011 |
| institution | Universiti Kebangasaan Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T00:18:09Z |
| publishDate | 2019 |
| publisher | Penerbit Universiti Kebangsaan Malaysia |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | oai:generic.eprints.org:140112020-01-24T00:07:13Z http://journalarticle.ukm.my/14011/ Effect of direct and indirect teacher feedback on accuracy of English writing: a quasi-experimental study among Pakistani undergraduate students Nusrat, Aasia Ashraf, Farzana Narcy-Combes, Marie Francoise Introducing new techniques to improve learner-teacher interaction receives substantial attention from the field of educational psychology. The current research aims to investigate the effect of teacher feedback on the written English accuracy of English as Second Language (ESL) students. In a quasi-experimental study, 90 participants were given three distinct forms of feedback (i.e. oral meta-linguistic, also called direct feedback; written indirect feedback and no feedback) for writing errors of three types (i.e. verb tenses, use of articles and prepositions) and were assessed three times during the study (i.e., pre-test, immediate post-test and delayed test). One-way ANOVA demonstrated that the ESL learners given direct meta-linguistic oral feedback reported fewer errors in two out of the three linguistic forms in subsequent writing in comparison with ESL learners who received indirect written feedback and those who did not receive feedback. Findings suggest that introducing oral meta-linguistic teacher feedback in the Pakistani language learning context can improve the English language learning of students. Penerbit Universiti Kebangsaan Malaysia 2019 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/14011/1/29174-115973-1-PB.pdf Nusrat, Aasia and Ashraf, Farzana and Narcy-Combes, Marie Francoise (2019) Effect of direct and indirect teacher feedback on accuracy of English writing: a quasi-experimental study among Pakistani undergraduate students. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 25 (4). pp. 84-98. ISSN 0128-5157 http://ejournals.ukm.my/3l/issue/view/1230 |
| spellingShingle | Nusrat, Aasia Ashraf, Farzana Narcy-Combes, Marie Francoise Effect of direct and indirect teacher feedback on accuracy of English writing: a quasi-experimental study among Pakistani undergraduate students |
| title | Effect of direct and indirect teacher feedback on accuracy
of English writing: a quasi-experimental study among
Pakistani undergraduate students |
| title_full | Effect of direct and indirect teacher feedback on accuracy
of English writing: a quasi-experimental study among
Pakistani undergraduate students |
| title_fullStr | Effect of direct and indirect teacher feedback on accuracy
of English writing: a quasi-experimental study among
Pakistani undergraduate students |
| title_full_unstemmed | Effect of direct and indirect teacher feedback on accuracy
of English writing: a quasi-experimental study among
Pakistani undergraduate students |
| title_short | Effect of direct and indirect teacher feedback on accuracy
of English writing: a quasi-experimental study among
Pakistani undergraduate students |
| title_sort | effect of direct and indirect teacher feedback on accuracy
of english writing: a quasi-experimental study among
pakistani undergraduate students |
| url | http://journalarticle.ukm.my/14011/ http://journalarticle.ukm.my/14011/ http://journalarticle.ukm.my/14011/1/29174-115973-1-PB.pdf |