Exploring Language Learners’ Perceptions of Explicit Corrections and Scaffolded Corrective Feedback in the Use of Articles in Oral Productions
محورهای موضوعی : نشریه زبان و ترجمه
Lotfollah Samaee
1
(
PhD Candidate of TEFL, English Department, Shiraz Branch,
Islamic Azad University, Shiraz, Iran
)
احسان رسایی
2
(
گروه زبانهای خارجی، واحد شیراز، دانشگاه آزاد اسلامی، شیراز، ایران
)
محمد بوالی
3
(
استادیار، بخش زبان های خارجی، واحد شیراز، دانشگاه آزاد اسلامی، شیراز، ایران
)
کلید واژه: Corrective feedback, EFL learners, Explicit Feedback, Oral production, Scaffolded Feedback, learners’ perceptions, Use of articles,
چکیده مقاله :
The present study explores Iranian EFL learners’ perceptions of two types of corrective feedback, i.e., explicit and scaffolded feedback in oral productions. To this end, 30 female EFL learners selected through convenience sampling from two intact classes at a language school in Behbahan, Iran, were randomly assigned into two explicit and scaffolded feedback groups. The participants were all junior and senior high school students aged 15 to 20 at the intermediate level. A qualitative approach in the form of a series of semi-structured interviews was adopted to deeply explore the language learners’ perceptions of the corrective feedback types in question. The findings of the interviews demonstrated that half of the language learners in the explicit group set great store by explicit corrective feedback, while the other half were less favourably disposed toward explicit feedback. Likewise, a significant number of language learners in both groups found the teacher’s corrective feedback distracting. However, the overwhelming majority of the language learners in the scaffolded group viewed scaffolded corrective feedback as beneficial. The implications of the findings are also elucidated.
این تحقیق دیدگاههای زبان‌آموزان ایرانی را در مورد دو نوع بازخورد اصلاحی داربستی و صریح در گفتار بررسی می‌کند. بدین منظور، 30 نفر زبان‌آموز دختر سطح متوسط با دامنه سنی 15 تا 20 سال از یک موسسه زبان در شهرستان بهبهان به طور تصادفی به دو گروه بازخورد اصلاحی صریح و بازخورد اصلاحی داربستی تقسیم شدند. این تحقیق با روش کیفی در قالب مجموعه‌ای از مصاحبه‌های نیمه ساختار یافته به منظور بررسی عمیق دیدگاه زبان‌آموزان نسبت به دو نوع بازخورد اصلاحی مورد بحث انجام شد. یافته‌های مصاحبه نشان داد که نیمی از زبان‌آموزان در گروه بازخورد اصلاحی صریح نسبت به این نوع بازخورد نگرشی مثبت داشتند در حالی که نیمی دیگر تمایل چندانی نداشتند. به همین ترتیب، تعداد زیادی از زبان‌آموزان در هر دو گروه معتقد بودند که بازخورد اصلاحی معلم، حواسشان را پرت می‌کند. با این حال، اکثریت قریب به اتفاق زبان‌آموزان در گروه داربستی این نوع بازخورد را مفید دانستند. کاربرد یافته‌ها نیز توضیح داده شده است.
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