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Effects of Explicit Written Corrective Feedback on Subject-Verb Agreement among Kurdish EFL Students

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Title: Effects of Explicit Written Corrective Feedback on Subject-Verb Agreement among Kurdish EFL Students
Language: English
Authors: Mahmood, Rizgar Qasim (ORCID 0000-0002-5987-8884), Aziz, Muhammad Abdulwahab (ORCID 0009-0001-3885-4314)
Source: Language Teaching Research Quarterly. 2023 34:49-62.
Availability: European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
Peer Reviewed: Y
Page Count: 14
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Direct Instruction, Written Language, Error Correction, Feedback (Response), Grammar, English (Second Language), Second Language Learning, Foreign Countries, Undergraduate Students, Accuracy, Writing Instruction
Geographic Terms: Iraq
ISSN: 2667-6753
Abstract: The research on English as a Foreign Language (EFL) writing has garnered considerable attention over the years, particularly concerning the impact of corrective feedback (CF) on students' errors. However, in the context of Kurdish EFL students, this area of research has received limited attention, despite its potential to enhance their grammatical accuracy in writing tasks. This paper addresses this gap by examining the impact of Explicit Written Corrective Feedback (EWCF) on Kurdish EFL undergraduate students' writing accuracy in terms of "subject-verb agreement (SVA)." For data collection, the study employed a mixed-method approach and recruited sixty junior EFL undergraduate students who were randomly assigned to two groups: the experimental group (n=30) received EWCF on their SVA errors for five weeks, while the control group (n=30) received only implicit feedback without correction on SVA errors. Data was collected through questionnaires and pre-and post-tests, and the results revealed that EWCF was preferred by students and was more effective in enhancing their writing accuracy in terms of SVA, as evidenced in the post-test. The study has several theoretical and pedagogical implications, including the need for instructors to provide EWCF to enhance students' grammatical accuracy in writing tasks. Further, the study contributes to the limited body of research on EFL writing in the context of Kurdish students, highlighting the need for further investigation in this area.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1401033
Database: ERIC
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  Data: Effects of Explicit Written Corrective Feedback on Subject-Verb Agreement among Kurdish EFL Students
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  Data: <searchLink fieldCode="AR" term="%22Mahmood%2C+Rizgar+Qasim%22">Mahmood, Rizgar Qasim</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5987-8884">0000-0002-5987-8884</externalLink>)<br /><searchLink fieldCode="AR" term="%22Aziz%2C+Muhammad+Abdulwahab%22">Aziz, Muhammad Abdulwahab</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-3885-4314">0009-0001-3885-4314</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research+Quarterly%22"><i>Language Teaching Research Quarterly</i></searchLink>. 2023 34:49-62.
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  Data: European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
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  Data: 14
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  Data: <searchLink fieldCode="DE" term="%22Direct+Instruction%22">Direct Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Written+Language%22">Written Language</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Correction%22">Error Correction</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Iraq%22">Iraq</searchLink>
– Name: ISSN
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  Data: 2667-6753
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The research on English as a Foreign Language (EFL) writing has garnered considerable attention over the years, particularly concerning the impact of corrective feedback (CF) on students' errors. However, in the context of Kurdish EFL students, this area of research has received limited attention, despite its potential to enhance their grammatical accuracy in writing tasks. This paper addresses this gap by examining the impact of Explicit Written Corrective Feedback (EWCF) on Kurdish EFL undergraduate students' writing accuracy in terms of "subject-verb agreement (SVA)." For data collection, the study employed a mixed-method approach and recruited sixty junior EFL undergraduate students who were randomly assigned to two groups: the experimental group (n=30) received EWCF on their SVA errors for five weeks, while the control group (n=30) received only implicit feedback without correction on SVA errors. Data was collected through questionnaires and pre-and post-tests, and the results revealed that EWCF was preferred by students and was more effective in enhancing their writing accuracy in terms of SVA, as evidenced in the post-test. The study has several theoretical and pedagogical implications, including the need for instructors to provide EWCF to enhance students' grammatical accuracy in writing tasks. Further, the study contributes to the limited body of research on EFL writing in the context of Kurdish students, highlighting the need for further investigation in this area.
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      – Text: English
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      Pagination:
        PageCount: 14
        StartPage: 49
    Subjects:
      – SubjectFull: Direct Instruction
        Type: general
      – SubjectFull: Written Language
        Type: general
      – SubjectFull: Error Correction
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Grammar
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Accuracy
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Iraq
        Type: general
    Titles:
      – TitleFull: Effects of Explicit Written Corrective Feedback on Subject-Verb Agreement among Kurdish EFL Students
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            NameFull: Aziz, Muhammad Abdulwahab
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              Y: 2023
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