Massed Task Repetition, Written Corrective Feedback and Intermediate efl Learners’ Writing Development
DOI:
https://doi.org/10.17533/udea.ikala.358144Keywords:
massed task repetition, written corrective feedback, short-term learning, long-term learning, writing development, EFL learningAbstract
Despite extensive research on task-based learning and corrective feedback in second language acquisition, little is known about how massed task repetition (MTR), both with and without written corrective feedback (WCF), affects the development of grammatical forms among Iranian efl learners. This study aimed to investigate the effects of mtr, both independently and when mediated by written corrective feedback, on the writing development of EFL Iranian learners at a language school. In this quantitative study, 40 male intermediate learners, aged 15 to 17, in three intact classes, classified as B1 level, were randomly assigned to three groups: one experimental group that engaged in MTR, a second experimental group that received unfocused WCF on their MTR tasks, and a control group that neither performed mtr nor received WCF. Results from the pre- and post-tests revealed that only the group receiving WCF showed significant short-term improvement across the language components of content, organization, grammar, and mechanics. Vocabulary gains, however, were not significant in any of the groups. More importantly, content and organization exhibited a strong transfer-of-practice effect in the delayed post-test, indicating long-term learning resulting from engagement with indirect WCF. Mechanics, for which direct WCF had been provided, also showed evidence of transfer, though with a smaller effect size. Findings suggest that multiple task repetition can benefit efl learners when accompanied by WCF, particularly indirect feedback, to promote their writing skills.
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