The Effect of Different Types of Corrective Feedback on EFL Learners’ Accuracy in Using English Articles by the Eleventh Grade Science Students of SMA N 3 Bontang
DOI:
https://doi.org/10.30872/e3l.v1i2.2030Keywords:
Corrective Feedback, Direct Corrective Feedback, Metalinguistic Explanation, English ArticlesAbstract
This article reports on a study that investigated the effectiveness of direct-focused corrective feedback and metalinguistic focused feedback on EFL learners’ accuracy in using English articles. The study employed a pretest–posttest design with five treatment sessions. The design of this study was quasi-experimental design. The sample of this study were 60 of the eleventh grade science students. They were assigned into two groups, direct-focused corrective feedback group and metalinguistic-focused feedback group. The linguistic target was English articles. A fill in the blank exercise were employed to measure any development in learners’ ability to use articles. The results revealed that both direct-focused corrective feedback and metalinguistic focused feedback lead to greater learners’ accuracy of using English articles. The direct-focused feedback is found more effective than metalinguistic-focused feedback.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Priswalia Anggariana Putri, Dyah Sunggingwati, Satyawati Surya
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareALike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
