draft specific scoring and teacher corrective feedback: hearing learners’ voice

One may not comment on the effectiveness of teacher corrective feedback (cf) before first ensuring learners‟ attendance. the majority of the studies carried out on teacher cf have mistakenly presupposed learners‟ attendance to and noticing of teacher feedback without any attempt to check or ensure them. the present study was an attempt to examine the effect of cf on learners‟ writing ability when it is accompanied by draft specific scoring, a technique designed to maximize learners‟ motivation to attend to teacher feedback while minimizing the negative effect grading might have on learners‟ attention (azizi, 2013; nemati & azizi, 2013). in so doing, 57 intermediate students of english language literature at university of tehran, in the form of two groups with one receiving cf and the other one receiving cf plus draft-specific scoring (dss), were studied. the results of the split-plot anova between the two groups‟ pretest and posttest indicated that the treatment group could significantly outperform the control group in overall writing proficiency as well as the four components assessed in ielts writing task 2. in addition, learners‟ motivation, attendance, and attitudes were explored into using a questionnaire and a written interview. the participants experiencing dss reported a high level of motivation and attendance. they also held a very positive attitude toward the technique they had undergone. the results indicate that it is possible to make teacher corrective feedback work if the intervening variables, more particularly motivation, are taken care of.