Investigating the Effect of Wiki-Based Corrective Feedback on Accuracy of L2 Learners’ Written Production
International Journal of Applied Linguistics and Translation
Volume 5, Issue 3, September 2019, Pages: 48-54
Received: Jun. 26, 2018; Accepted: Sep. 3, 2019; Published: Sep. 19, 2019
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Shamsurahman Adel, Department of English Language, Nangarhar University (NU), Nangarhar, Afghanistan
Nik Aloesnita Bt Nik Mohm Alwi, Department for Modern Languages and Human Sciences, University Malaysia Pahang (UMP), Pahang, Malaysia
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Providing feedback to and correcting errors of learners’ language performance is important in both first (L1) and second language (L2) teaching and learning process. A number of studies have examined the effectiveness of different types of corrective-feedback (CF) on L2 learners’ writing and results showed positive effects [1-3]. However, little has examined the effects of CF on L2 writing via wiki [4-5]. Therefore, the current study aims to provide further insights into the effects of implicit CF on L2 learners’ writing through wiki. Nineteen (n=19) undergraduate L2 learners doing English at University Malaysia Pahang were enrolled in the study. During the pretest session, the learners were required to write an essay on Communication Skills at Workplace for approximately one hour. Next, implicit CF was provided to the essays, and a week later during the posttest session, the learners revised their essays based on the feedback given. Results indicated that wiki-based implicit CF helped L2 learners to improve the accuracy of their written productions as evident in total number of error per T-unit (E/T-unit) and total number of error per clauses (E/C). The findings of the study would have great impact and would help the L2 professors and students teaching and learning the L2.
Implicit Corrective Feedback (ICF), Wiki, Accuracy
To cite this article
Shamsurahman Adel, Nik Aloesnita Bt Nik Mohm Alwi, Investigating the Effect of Wiki-Based Corrective Feedback on Accuracy of L2 Learners’ Written Production, International Journal of Applied Linguistics and Translation. Vol. 5, No. 3, 2019, pp. 48-54. doi: 10.11648/j.ijalt.20190503.13
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