Explicit and Implicit Written Corrective Feedback in Higher EFL Education: Evidence from Turkey

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Tarih

2018

Dergi Başlığı

Dergi ISSN

Cilt Başlığı

Yayıncı

Erişim Hakkı

info:eu-repo/semantics/openAccess

Özet

This study investigated the efficiency of explicit and implicit written corrective feedback in English as a Foreign Language (EFL) education in higher education. Participants of the study were late-elementary and pre-intermediate adult learners of English who were attending a preparatory school in a Turkish state university. During a period of four weeks, exercises on prepositions were delivered to subjects who were divided into three groups as two treatment groups receiving explicit and implicit written correction and a control group receiving no feedback. A pre-test and a post-test were applied to the groups at the start and the end of the fourweek treatment, respectively in order to examine possible development of the groups. The results indicated significant differences between pre-test and post-test scores of the groups receiving the two types of written corrective feedback.

Açıklama

Anahtar Kelimeler

Eğitim, Eğitim Araştırmaları

Kaynak

İnönü Üniversitesi Eğitim Fakültesi Dergisi

WoS Q Değeri

Scopus Q Değeri

Cilt

19

Sayı

3

Künye