TY - JOUR ID - 134980 TI - A Contribution of Teacher vs. Student Languaging in Response to Direct Corrective Feedback to Iranian EFL Learners' Writing Accuracy JO - Teaching English Language JA - TEL LA - en SN - 2538-5488 AU - Moradian, Mahmood Reza AU - Ramezanzadeh, Akram AU - Rostamian, Neda AD - Lorestan University AD - Lorestan University, Y1 - 2021 PY - 2021 VL - 15 IS - 1 SP - 251 EP - 280 KW - Teacher/Student Languaging KW - Sociocultural Theory KW - writing accuracy KW - written corrective feedback DO - 10.22132/tel.2021.134980 N2 - This study endeavored to investigate into teacher vs. student languaging in response to Written Corrective Feedback (WCF) and its effect on promoting writing accuracy. To this end, 45 pre-intermediate Iranian English learners were selected based on their performance on an Oxford Placement Test and were randomly assigned into the three groups of Student-Generated Languaging (SGL), Teacher-Generated languaging (TWCF), and Non-generated Languaging (NGL). The groups were invited to write a composition with the same topic based on the written prompts in their textbook as the pretest while they revised the composition on the final session as the posttest. During 14 sessions of treatment, each group was provided with direct WCF on the erroneous parts of their compositions differing from each other in that the SGL group was requested to language about the reasons behind the erroneous items; the TWCF group received direct languaging by the teacher while the NGL group received direct WCF without any languaging. The results of the ANOVA revealed that the SGWL group significantly outperformed the other two groups in writing accuracy on the posttest. It came to light that direct WCF followed by written languaging by the learners led to increased gains in English learners' writing accuracy. UR - http://www.teljournal.org/article_134980.html L1 - http://www.teljournal.org/article_134980_89a3251e0d0eccfe40f7e85517d58d7b.pdf ER -