Let Them Toil to Learn: Implicit Feedback, Self- correction and Performance in EFL Writing

Abstract

This study investigates the effectiveness of implicit feedback by comparing the learning outcomes of explicit correction and implicit error feedback in EFL writing. A comp-form (Wiliams, 1990) was adapted to give the students a chance to find their mistakes and correct them. (See appendices 1&2) Sixty foundation year- engineering students were given a pretest and a posttest before and after the treatment. Self correction and the common mistakes were also examined. The "t" test analysis results were in favor of the experimental groups, but statistically significant only for high achievers. Self- correction and minimizing the number of errors were apparent for both experimental groups but in favor of high achievers. The findings also showed the common mistakes FYES made in their EFL writing. The study emphasized the importance of engaging students in metacognitive teaching and the right choice of feedback for the right level of students.