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Description
The study critically evaluates the impact of corrective feedback within a Teacher-Learner Collaborative Assessment (TLCA) and Content-Based Instruction (CBI) framework on EFL (English as Foreign Language) students' English writing learning. A ten-week experiment with one hundred respondents explores this issue. The participants are divided into three groups, one receives direct corrective feedback, another navigates indirect feedback, and a control group receives none. Measuring the students’ writing performances in different groups, the study aims to assess the combined effectiveness of TLCA and CBI in enhancing their English proficiency. The research findings reveal that corrective feedback within the TLCA and CBI framework significantly promote students’ grammar accuracy. This study proposes an innovative methodology, highlighting comprehensive corrective feedback as a transformative catalyst for grammar development. It suggests a unique module for EFL students, enhancing learners’ proficiency in English grammar. This approach have some implications for a fresh paradigm within EFL writing learning in higher education.
Keywords: teacher-learner collaborative, content-based learning, English writing, corrective feedback, EFL.
