Abstract:
Children are able to apply their phonological awareness skills to multiple lan guages, even if the reading and writing systems of their native and foreign lan guages are different. When learning English as a foreign language, students may
use invented spelling to attempt to spell a word they do not know how to spell.
This involves using what they have heard to guess the correct spelling rather than
following specific spelling rules. This research has utilized the findings on in-direct
corrective feedback (ICF), direct corrective feedback (DCF), and supplementary
corrective feedback (SCF) to improve outcomes in English vocabulary for the in vented spellings of elementary EFL learners, whose native (L1) and foreign (L2)
languages are both alphabetic in nature. The results of the controlled experiment
showed a significant improvement in the learning outcomes of the participants
who received direct corrective feedback. Additionally, it was observed that stu dents with highly educated parents and increased exposure to English away from
school utilized conventional spellings to a bare minimum.
