المجلة الجزائرية للمخطوطات
Volume 22, Numéro 1, Pages 642-659
2026-06-07

Oral Conferencing Versus Written Feedback In Efl Writing Instruction: A Quasi-experimental Investigation Of Surface-level Accuracy Development



Authors : Benhamlaoui Lamine .

Abstract

This study compares oral conferencing versus written corrective feedback (WCF) for improving surface-level accuracy in EFL writing. Using a quasi-experimental design, 40 Algerian undergraduate students received either one-on-one oral conferencing or traditional written feedback over 14 weeks. Pre- and post-tests assessed capitalization, articles, punctuation, and conditionals. Results showed the oral conferencing group achieved 47% error reduction compared to 28% for written feedback, with pronounced advantages in complex structures (conditionals) and rule internalization (capitalization). Grounded in Interactionist SLA, Cognitive Load Theory, and Sociocultural Theory, findings suggest oral conferencing's dialogic nature enhances "noticing," reduces cognitive load through scaffolding, and enables immediate meaning negotiation—mechanisms absent in static written commentary. The study challenges the "red pen" paradigm and advocates integrating dialogic feedback modalities in EFL instruction.

Keywords

Oral Conferencing ; Written Corrective Feedback ; EFL Writing ; Surface-level Accuracy ; Feedback Modality

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