الفهرس | Only 14 pages are availabe for public view |
Abstract This study investigated the effect of two corrective feedback types on the written grammatical errors of spelling (SP), subject-verb agreement (SV), and punctuation (P), made by intermediate Egyptian EFL learners. Sixty-eight participants participated in this study. They were divided into two experimental groups: the coded corrective feedback without a portfolio assessment design group (CCF) and the coded corrective feedback within a portfolio assessment design group (PCCF). The PCCF group received coded corrective feedback using portfolio-keeping treatment throughout their writing course, while the CCF group received coded corrective feedback based on the error in each writing assignment. This quasi-experiment followed a pretest-treatment- posttest design in which the mean scores of the participants in the pretest and posttest were quantitatively computed. Then, the participants in the two groups received a questionnaire to elicit their attitudes towards using the specific type of corrective feedback they had received. The findings reflected the effectiveness of the two types of corrective feedback in improving students’ writing accuracy. Although students preferred the coded corrective feedback within a portfolio assessment design to the coded corrective feedback without a portfolio assessment design, the study results showed that the CCF group outperformed the PCCF group, confirming the positive role CCF has in students’ written accuracy. As a result, it is recommended that teachers use coded corrective feedback without a portfolio assessment design to improve the quality of students’ writing. |