Negahi
Abstract: (10 Views)
This quasi-experimental study juxtaposes the efficiency of direct and indirect unfocused screencast feedback on the writing exactitude and self-efficacy of EFL students. Three classes participated: direct feedback, indirect feedback, and no-feedback control class. The study employed a pre-test, post-test, and delayed post-test design. Direct feedback provided corrected forms, while indirect feedback indicated error locations. Unfocused feedback was chosen for its ecological validity in real classroom settings. 97 third-year undergraduate students participated, divided into three groups. The Oxford Quick Placement Test ensured homogeneity among groups. Data was collected using the Second Language Writer Self-Efficacy Scale (L2WSS) and a Writing Test (WT). The L2WSS measured self-efficacy, and WT assessed writing accuracy. Both instruments showed high reliability. The study used argumentative writing tasks for the WT, with topics varied for the pre-, post-, and delayed post-tests. Data analysis was performed via SPSS 21, with MANOVA used to determine class differences. Rules of normality and homogeneity of variance were tested and met. Outcomes showed significant differences among classes post-treatment, with the feedback groups outperforming the control class. The study concludes that both varieties of unfocused screencast feedback are effective in improving writing accuracy, but no noteworthy difference between direct and indirect feedback was found.
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons — Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). |
This work is licensed under a Creative Creative Commons — Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)