The Role of Corrective Feedback Via Offline and Online Applications on Iranian EFL Learners’ Grammatical Accuracy
Subject Areas : Journal of Language, Culture, and Translation
بهرام دهقانپور
1
(
استادیار، گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد لنجان، لنجان، ایران
)
ژاله بهشتی
2
(
گروه زبان انگلیسی، دانشگاه شهید اشرفی اصفهانی، سپاهان شهر، اصفهان، ایران
)
مجید دهستانی
3
(
گروه زبان انگلیسی، دانشگاه پیام نور، نجف آباد، ایران
)
Keywords: Grammatical Accuracy, distance learning, Off-line learning via application, Online learning via LMS and CALL,
Abstract :
The present study aimed to compare the grammatical accuracy of Iranian EFL learners who were exposed to online and offline applications in distance learning. The participants who provided data for this study were 30 intermediate EFL female learners. They were divided into control and experimental groups. First of all, they were asked to participate in the grammar test designed in Google Docs form- an online application- and the grammar test designed via the “Learn English Grammar application”- an offline application. Then, students shared the links through the WhatsApp application and the teacher checked their results in terms of grammatical accuracy. In the first phase of the study, the mean difference in their grammar accuracy was not significant. After examining their papers and finding some grammatical errors students faced, the teacher explained the grammatical points in LMS classes for the control group; while the same subjects were assigned to the experimental group to work with via application. The students were also examined via the application and the teacher’s direct correction in 8 sessions. After treatment, the same test was held through the application and google docs. The result showed that participants of the offline group outperformed the groups whose errors were corrected by the teacher. Since the former could retake the test and choose the correct answers via application repeatedly, thus they learn better from their mistake as they were compared to the control group who were corrected by the teacher. The findings of this study offer promising implications for material developers, syllabus designers, EFL teachers, and learners.