Impact of Direct Corrective Feedback (DCF) Through Electronic Portfolio (EP) Platform on the components of Iranian EFL Learners’ Writing across Levels of Language Proficiency

Document Type : Research Paper

Authors

1 Assistant Professor of TEFL at Imam Khomeini International University

2 PhD candidate in TEFL at Shiraz University

Abstract

While some researchers have questioned the efficacy of corrective feedback (CF), other researchers believe that CF can be effective if implemented through new technology types, including e-portfolio (EP). However, whether EP can be used as a medium of providing CF for language learners at different levels of language proficiency is still unknown. The purpose of the present study, therefore, was twofold: (a) to examine the writing performance of EFL learners across three levels of language proficiency receiving direct corrective feedback (DCF) via EP, and (b) to investigate which language proficiency group benefits more from DCF provided via EP. For the purposes of the present study, sixty (60) Iranian EFL learners who were divided into three levels of language proficiency at Sharif language center in Tehran, Iran participated in this study. The results of data analysis showed statistically significant differences for two components of writing—content, and mechanics—between beginning and intermediate, and beginning and advanced language learners. The results also showed that the higher the language proficiency level of language learners, the more they benefit from the provision of DCF through EP. These findings suggest that EP may be a viable option to supply Iranian EFL learners across levels of language proficiency with DCF. The article concludes with a call for testing the threshold-level hypothesis that may exist for language learners to use EP.

Keywords

References

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Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)
Volume 36, Issue 2
July 2017
Pages 39-74

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History

  • Receive Date: 18 February 2017
  • Revise Date: 22 August 2017
  • Accept Date: 06 September 2017

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