The Effect of Direct and Indirect Corrective Feedback on Iranian EFL Learners’ Spelling Errors

Maryam Ghandi, Mojtaba Maghsoudi

Abstract


The aim of the current study was to investigate the impact of indirect corrective feedback on promoting Iranian high school students’ spelling accuracy in English (as a foreign language). It compared the effect of direct feedback with indirect feedback on students’ written work dictated by their teacher from Chicken Soup for the Mother and Daughter Soul. The study was conducted at the gifted girls’ high school in Saveh, Iran. A sample of 56 high school sophomores was randomly assigned to two equal groups of 28. Group 1 (the direct feedback group) and Group 2 (the indirect feedback group) were treated differently regarding their spelling errors for five weeks. Statistical analysis based on GLMRM test revealed that indirect feedback was more effective than direct feedback in rectifying students’ spelling errors.


Full Text: PDF DOI: 10.5539/elt.v7n8p53

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

Copyright © Canadian Center of Science and Education

To make sure that you can receive messages from us, please add the 'ccsenet.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.