Ahmad, A., Al-Tanany, A., Musa, H. (2020). Contextualized Grammar in EFL Students’ Writings: A Case for Corrective Feedback. Journal of Research in Curriculum Instruction and Educational Technology, 6(4), 295-324. doi: 10.21608/jrciet.2020.117131
Ayman Sha’ban Khalifa Ahmad; Attia Abdul Kader Al-Tanany; Hany Ibrahim Musa. "Contextualized Grammar in EFL Students’ Writings: A Case for Corrective Feedback". Journal of Research in Curriculum Instruction and Educational Technology, 6, 4, 2020, 295-324. doi: 10.21608/jrciet.2020.117131
Ahmad, A., Al-Tanany, A., Musa, H. (2020). 'Contextualized Grammar in EFL Students’ Writings: A Case for Corrective Feedback', Journal of Research in Curriculum Instruction and Educational Technology, 6(4), pp. 295-324. doi: 10.21608/jrciet.2020.117131
Ahmad, A., Al-Tanany, A., Musa, H. Contextualized Grammar in EFL Students’ Writings: A Case for Corrective Feedback. Journal of Research in Curriculum Instruction and Educational Technology, 2020; 6(4): 295-324. doi: 10.21608/jrciet.2020.117131
Contextualized Grammar in EFL Students’ Writings: A Case for Corrective Feedback
1Assistant Lecturer of Curriculum and Instruction (TEFL), Faculty of Education (Cairo) - Al-Azhar University.
2Professor of Curriculum and Instruction (TEFL), Faculty of Education (Cairo), Al-Azhar University
3Associate Professor of Curriculum and Instruction (TFFL) - Faculty of Education (Cairo) Al-Azhar University
Abstract
ABSTRACT
T
he current study aimed at empirically exploring the effectiveness of the direct versus indirect modes of corrective feedback in developing grammatical accuracy in writing among the EFL majors at the Faculty of Education, Al-Azhar University. The participants of the study (totaling 50) were randomly assigned from the first year EFL students at the Faculty of Education of Al-Azhar University in Cairo and categorized into two experimental groups studying a program designed for contextualizing grammar in writing. To assess the findings of that program and fulfill the purposes of the study, a writing test and its analytic scoring rubric was developed. The results of the study consistently demonstrated that both direct and indirect modes of feedback had high effectiveness in developing grammatical accuracy in writing as the participants who received direct or indirect corrective feedback showed better performance in the post-test than that of the pre-test. The study ended with discussing the findings reached, presenting recommendations, and suggesting some issues for further research.
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