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Using 113 intermediate EFL learners, the design included two groups that completed task sets in opposite orders: simple-to-complex (S-C) and complex-to-simple (C-S). Errors from the first set received error codes (ECs), while the second set used underlining only. After treatment, IELTS writing scores based on band descriptors were analyzed with ANOVA, comparing multiple treatment combinations. Results showed strongest performance for S-C tasks with ECs, informing IELTS writing preparation courses.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/enhancing-ielts-writing-the-role-of-task-sequencing-and-corrective-feedback/491604/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/enhancing-ielts-writing-the-role-of-task-sequencing-and-corrective-feedback/491604.png","ImageObject",300,407,{"name":92,"@type":93},"EvelynWrites","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How did the study combine task sequencing and corrective feedback for IELTS writing?","Question",{"text":112,"@type":113},"Two groups completed writing task sets in opposite orders (S-C vs. C-S). 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(2025). Enhancing IELTS writing: The role of task sequencing and corrective feedback. Teaching English Language, 19(2), 1-43. [https://doi.org/ 10.22132/tel.2024.483562.1711](https://doi.org/ 10.22132/tel.2024.483562.1711)  \nEnhancing IELTS Writing: The Role of Task Sequencing and Corrective  \nFeedback  \nSara Ziaei  \nPh.D. Department of English Language and Literature, Faculty of Foreign Languages, University of Isfahan  \nMansoor Tavakoli 1  \nProfessor, Department of English Language and Literature, Faculty of Foreign Languages, University of Isfahan  \nZahra Amirian  \nAssociate Professor, Department of English Language and Literature, Faculty of Foreign Languages, University of Isfahan  \nAbstract  \nThis 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-Corder and received ECs. Findings had implications for IELTS writing preparation courses.  \n1 Corresponding author: [tavakoli@fgn.ui.ac.ir](tavakoli@fgn.ui.ac.ir)  \n2 Teaching English Language  \nEnhancing IELTS Writing: …..  \nKeywords: task sequencing, error codes, underlining, indirect corrective feedback, IELTS writing  \nReceived: October 14, 2024  \nAccepted: December 25, 2024  \n1. Introduction  \nIt is posited that task sequencing (TS) enhances writing performance (Abdi Tabari et al., 2024) . Previous studies indicate that specific TS can influence writing complexity, accuracy, and fluency (CAF) (Allaw & McDonough, 2019) . These metrics serve as technical indicators of an individual's writing capabilities. They are widely recognized in the field of language education and have been routinely employed to assess the impact of various instructional interventions.  \nAccording to Ozdemir (2024), language learners’ linguistic development is generally evaluated in terms of CAF. The complexity metric identifies the learners’ development in employing linguistically complex structures. It is gauged by metrics such as T-unit length, sentence length, and dependent clauses. Accuracy shows the grammatical correctness level of T-units in the text, and fluency reflects the number of words in a text. Though, as noted by Saeedi (2023), the learners’ processing capacity is limited; therefore, reaching a balance in form and meaning, which refers to CAF, seems to be problematic for them.  \nHowever, such measures are not tangible for students, and more concrete indices are needed to inform them of their progress. The IELTS (International English Language Testing System) exam is a familiar test for Iranian language learners. IELTS presents reliable evidence of test takers' English  \nTeaching English Language, Vol. 19, No. 1 Ziaei. et al  \nlanguage proficiency. This test is held ","cbCaina6xQTXmjEy","https://ap.wps.com/l/cbCaina6xQTXmjEy","pdf",805832,43,"English","# Abstract\n# Introduction","[{\"question\":\"How did the study combine task sequencing and corrective feedback for IELTS writing?\",\"answer\":\"Two groups completed writing task sets in opposite orders (S-C vs. C-S). The first set’s errors received error codes, while the second set used underlining as corrective feedback.\"},{\"question\":\"What outcomes were used to evaluate learner improvement?\",\"answer\":\"Pretest and post-test IELTS writing scores were calculated using IELTS writing band descriptors, then compared with ANOVA across treatment conditions.\"},{\"question\":\"Which treatment combination produced the best results?\",\"answer\":\"The group that completed tasks in simple-to-complex order and received error codes (ECs) outperformed the other treatment groups.\"}]","Enhancing IELTS Writing - The Role of Task Sequencing and Corrective Feedback | PDF",1790851740,108]