Draft-Specific Scoring and Learners’ Use of Subordination Clauses

With a large number of variables mediating the way learners interact with teacher corrective feedback (tcf), one may not comment on its efficacy before such variables are adequately addressed, and learners’ attendance to tcf is ensured. among those variables, motivation is the most prominent one, which can largely impact the extent to which learners benefit from the feedback they are provided with. draft-specific scoring, a technique to enhance learners’ motivation to attend to tcf by rewarding them for the revisions they make through a flexible system of scoring (azizi & nemati, 2018a, b) was implemented to investigate if tcf could help learners improve in their use of subordinate clauses. to do so, 55 intermediate students studying english language literature at the university of tehran were studied. the results of the gain analysis indicated that while both groups could improve from pre-test to post-test in the total number and accuracy of the subordination clauses used, the dss group could significantly outperform the control group. in the case of adverb and adjective clauses, a similar pattern of results was observed, while the two groups did not differ in their use of noun clauses. this indicates that motivation to attend to teacher feedback is of great importance if tcf is to be effective and draft-specific scoring has an advantage over traditional techniques in feedback provision as it provides learners with the needed motive to do their best to implement teacher comments and feedback in their mid-drafts and resubmit their revised writing samples.

Draft-Specific Scoring and Learners’ Use of Subordination Clauses

With a large number of variables mediating the way learners interact with teacher corrective feedback (TCF), one may not comment on its efficacy before such variables are adequately addressed, and learners’ attendance to TCF is ensured. Among those variables, motivation is the most prominent one, which can largely impact the extent to which learners benefit from the feedback they are provided with. Draft-Specific Scoring, a technique to enhance learners’ motivation to attend to TCF by rewarding them for the revisions they make through a flexible system of scoring (Azizi & Nemati, 2018a, b) was implemented to investigate if TCF could help learners improve in their use of subordinate clauses. To do so, 55 intermediate students studying English Language Literature at the University of Tehran were studied. The results of the gain analysis indicated that while both groups could improve from pre-test to post-test in the total number and accuracy of the subordination clauses used, the DSS group could significantly outperform the control group. In the case of adverb and adjective clauses, a similar pattern of results was observed, while the two groups did not differ in their use of noun clauses. This indicates that motivation to attend to teacher feedback is of great importance if TCF is to be effective and Draft-Specific Scoring has an advantage over traditional techniques in feedback provision as it provides learners with the needed motive to do their best to implement teacher comments and feedback in their mid-drafts and resubmit their revised writing samples.