Investigating the Effect of Written Corrective Feedback on Foreign Language Writing Learning: A Comparative Study of Extralinguistic, Call-to-Form and New Form Feedback in the Hundred-Living Educational Complex

The importance of productive language skills is underscored in traditional and modern approaches in second and foreign language teaching. Writing skills, due to dependency on language proficiency and competence and mere adherence to syntactic and grammatical accuracy and rhetorical conventions, enjoys a double importance. Literature review has shown that Arabic writing, owing to its inherent intricacies, has created numerous educational problems for learners. Considering the deficiencies inherent in traditional approaches on one hand and research gap on theory and practice of Arabic education on the other, the current research has adopted a new theoretical framework to investigate the effect of three different corrective strategies on learning Arabic writing of advanced learners. To this aim, 28 learners in an academic center were selected through convenient sampling. After removing outliers, the participants were randomly attributed to three different experimental groups-Metalinguistic, Elicitation and Recast. Then, adopting a quasi-experimental method (pre-test/intervention/posttest), the researcher investigated the performance of learners on writing tests before and after intervention. The data were collected and analyzed through one way analysis of variance in SPSS. Research findings showed that all three experimental group outperformed in in writing tests after intervention. However, a post hoc Tukey test showed that only metalinguistic group has brought about a meaningful change among mean scores. The results were discussed and educational and research implications were suggested.