The no-feedback control group also significantly improved grammatical accuracy from drafts to revisions¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Control-group students' revision scores were significantly higher than their own first-draft scores on all three writing tasks, without receiving error correction. → Khanlarzadeh and Nemati 2016

Evidence¶

Khanlarzadeh and Nemati 2016¶

Mobin Khanlarzadeh, Majid Nemati. (2016). The effect of written corrective feedback on grammatical accuracy of EFL students: An improvement over previous unfocused designs. Iranian Journal of Language Teaching Research 4(2). https://www.urmia.ac.ir/ijltr

q2 · i? · causal · r1

Paired t-tests within the control group (df = 16) comparing draft and revision scores on the three writing tasks. The study reports each revision was "significantly different" from its draft; no effect size was printed.

"the mean scores of the control group on revision 1, revision 2, and revision 3, respectively, are significantly different from their mean scores on writing task 1, writing task 2, and writing task 3 (t = -3.22, p = .007; t = -2.68, p = .01; t = 3.12, p = .008)."

Discussion¶

Related Claims¶

• Direct unfocused WCF leads elementary EFL students to significantly outperform a no-feedback control group when revising previously written drafts — related
• Developmental writing students' rubric-scored drafts improved significantly from first to revised draft across all feedback groups — related
• Students' argumentative essay quality improves substantially from initial to revised drafts regardless of feedback source — related
• Feedback source does not significantly affect revised essay quality once initial draft quality is controlled — related