Effects of dynamic and non-dynamic corrective feedback on EFL writing accuracy during dyadic and small group interactions

Abstract The current study examined the effects of dynamic versus non-dynamic corrective feedback on second language (L2) learners’ writing accuracy in dyadic and small group contexts. Dynamic feedback was operationalized in terms of graduated assistance which is tailored to learners’ zone of proximal development (ZPD). Non-dynamic feedback, on the other hand, was operationalized as explicit corrections with no concern for learners’ ZPD. 96 EFL learners were assigned into two experimental groups as well as a control one. Half of the participants in each treatment condition received corrective feedback in groups of four and the other half received feedback on their errors during dyadic interactions with an instructor. The results obtained from two dependent measures, a writing test and an error identification test, revealed that dynamic feedback was more effective than explicit corrections for enhancing writing accuracy. Moreover, the findings revealed that dynamic feedback was more effective when provided to a group of learners than when provided to a single learner during dyadic interactions.