Akademik Veri Yönetim Sistemi
Journal of Language and Linguistic Studies, cilt.16, sa.1, ss.1-13, 2020 (Scopus)
While there is general agreement among learners, teachers, and scholars that constructive feedback on writing isnecessary to revision, there are fewer consensuses on how feedback should be given, when, by whom, and whatsort of feedback is most effective (Weigle, 2014). Providing feedback on writing is generally categorized into threetypes: written comments, individual conferences, and recorded oral feedback. As the first two types are believedto be very time-consuming and lots of workloads, recording comments, along with the advances in technologyover the last decades, has opened new possibilities for feedback in the form of podcasts or other digitally recordedmeans. In this study, the effect of recorded oral feedback to the writing of the English as a foreign language (EFL)learners was taken into scrutiny. In so doing, two different types of feedback (i.e., audio-recorded comments andmetalinguistic written corrective feedback) were given to the learner writing in two groups respectively. Thetreatment lasted for approximately two months, in which the participants received two different types of feedbackto their writing (e.g., recorded oral feedback and metalinguistic written corrective feedback). Results indicated thatthe group receiving audio-recorded comments on their writing outperformed the latter in their content, andorganization, while no significant difference was observed between the two groups in clarity and sentence-levelaccuracy.