Enhancing IELTS Writing: The Role of Task Sequencing and Corrective Feedback

Abstract

This study, which is part of a larger one, investigated the combined effects of task sequencing (TS) and corrective feedback (CF) on IELTS writing scores. To reach this aim, 113 intermediate EFL learners were chosen and assigned to two groups. They took a pretest at the onset of the study. Each group performed task sets in the opposing orders: simple-to-complex (S-C) and complex-to-simple (C-S). Participants’ errors in the first set of tasks were given CF by error codes (ECs), while the errors in the second set were only underlined. Participants in both groups were asked to enhance their tasks based on the CF. They took a post-test at the end of the treatment. The pretest and posttest scores were calculated based on IELTS writing band descriptors. The Analysis of Variances (ANOVA) was administered to compare participants’ performance before and after the treatment. Among the four types of treatments (S-C-ECs, C-S-ECs, S-C, Underlining, C-S-underlining), the results exhibited an outperformance by the group that did the tasks in S-C order and received ECs. Findings had implications for IELTS writing preparation courses. © 2025 – Published by Teaching English Language and Literature Society of Iran.