AsiaTEFL Logo        The Journal of AsiaTEFL
The Journal of AsiaTEFL
Articles By Subject
Current Issue
Past Issues
Special Issue
Information of the Journal
Editorial Board
Submission Guidelines
Ethical Guidelines
Manuscript Submission
Journal Order
User Information
Today 671
Total 427,107
Current Issue
Go List

Volume 11 Number 4, Winter 2014, Pages 1-134   

PDF Download

The Effects of Teachers' Written Comment Types and Iranian EFL Learners' Attitudes

    Elaheh Sotoudehnama and Maryam Molavi

This study was designed to investigate the impact of teacher's written feedback and the learners' attitudes about it in the context of Iran. To this end, 60 intermediate-level learners of an institute participated in three 20 members groups, each group receiving one type of teacher's written comments (i.e., imperatives, statements, and questions). The participants were asked to write four drafts on each of the two IELTS topics during a semester, and then a one-way ANOVA was conducted on the average gain scores from the first to the last drafts. The results showed that different feedback types can affect writing improvement differently, and statement feedback is the most effective comment for the context of this research. Moreover, the participants' attitudes was investigated through using a questionnaire (adapted from Hamouda, 2011 & Beaumont et al., 2008), and statement feedback was reported as the most preferred comment type. Finally, correlations were conducted between the types of comments and the participants' attitudes, the result of which indicated a match between the two results.

Keywords: comment, learners' attitudes, written comment type