Correct every error or let students discover their mistakes? The effects of corrective feedback strategies on EFL learners’ grammatical accuracy and retention
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Abstract
The study examined the effect of direct corrective feedback (DCF) and metalinguistic corrective feedback (MCF) on grammatical accuracy and retention of university level English as a Foreign Language (EFL) learners. A quasi-experimental intervention lasting eight weeks was carried out among forty undergraduate students in a public university in Australia. Subjects were grouped into three types of instructions: DCF group (n = 13), MCF group (n = 13) and conventional instruction group (n = 14). Each group was provided instruction focused on similar grammatical forms such as past tense, present perfect, articles, subject-verb agreement, prepositions, conditionals and modal verbs; the main variation was the type of feedback provided during the writing task. Pre-test, post-test, and delayed post-test of grammar test and writing task were conducted among the subjects. Quantitative data analysis made use of ANCOVA and linear mixed effects models. ANCOVA revealed a significant difference of instructional conditions on post-test grammatical accuracy in terms of the effect of pre-test (2, 36) = 3.95, p = .028, partial η² = .180. The DCF group had the highest post-test mean score (M = 30.92, SD = 2.10), followed by the MCF group (M = 30.62, SD = 6.12), whereas the conventional group had the lowest mean score (M = 27.36, SD = 3.57).
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