Investigating the role of focused written feedback in enhancing EFL student's accurate use of prepositions(on,at,and in)
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Date
2015
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university of Oum-El-Bouaghi
Abstract
The issue of error analysis is one of the major areas of investigation in recent years. Grammatical items are one area that grabs researchers' attention; meanwhile they vary from one language to another. Consequently, those items arise many challenges during the learning and teaching processes. The current study is an attempt to investigate whether focused written corrective feedback has any role in enhancing the students' accurate use of the targeted prepositions (on, at, and in) with the case of third year level students at Larbi Ben M'Hidi university, Oum-El-Bouaghi. In order to fulfill the aim of this study, a quasi-experimental study was carried out with an experimental and a control group which were randomly selected. Subjects of both groups were pre-tested where they are supposed to write compositions. Then, the focused written corrective feedback was provided to the experimental group during the treatment period while subjects of the control group did not receive any focused written corrective feedback. After that, a post-test the same as the pre-test was carried out. Essentially, the result of the experiment indicated that the scores of the experimental group were significantly higher than those of the control group. Finally, it was concluded that the independent variable which is the focused written corrective feedback has a significant role in enhancing the students' accurate use of the targeted prepositions.
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Keywords
Teaching : english : EFL : grammatical items