Teaching English Language

Teaching English Language

Enhancing IELTS writing: The role of task sequencing and corrective feedback

Document Type : Original Article

Authors
Faculty of Foreign Languages, University of Isfahan, Iran
10.22132/tel.2024.483562.1711
Abstract
This study, which is part of a larger one, investigated the combined effects of task sequencing (TS) and corrective feedback (CF) on IELTS writing scores. To reach this aim, 113 intermediate EFL learners were chosen and assigned to two groups. They took a pretest at the onset of the study. Each group performed task sets in the opposing orders: simple-to-complex (S-C) and complex-to-simple (C-S). Participants’ errors in the first set of tasks were given CF by error codes (ECs), while the errors in the second set were only underlined. Participants in both groups were asked to enhance their tasks based on the CF. They took a post-test at the end of the treatment. The pretest and posttest scores were calculated based on IELTS writing band descriptors. The Analysis of Variances (ANOVA) was administered to compare participants’ performance before and after the treatment. Among the four types of treatments (S-C-ECs, C-S-ECs, S-C, Underlining, C-S-underlining), the results exhibited an outperformance by the group that did the tasks in S-C order and received ECs. Findings had implications for IELTS writing preparation courses.
Keywords

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Volume 19, Issue 2
July 2025
Pages 1-43

  • Receive Date 14 October 2024
  • Revise Date 21 December 2024
  • Accept Date 25 December 2024