Investigating the Effect of Implicit and Explicit Oral Corrective Feedback on Iranian EFL Learners’ Speaking Ability: The Interactive Role of Self-Regulation Strategy

Subject Areas : Journal of Language, Culture, and Translation

نادیا قرنی ¹ , حامد ضرابی ² , نیما یمرلی ³

1 - گروه آموزش زبان انگلیسی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی، گنبدکاووس، ایران
2 - گروه آموزش زبان انگلیسی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی، گنبدکاووس، ایران
3 - گروه آموزش زبان انگلیسی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی، گنبدکاووس، ایران

Received: 2023-03-20 Accepted : 2023-06-18 Published : 2023-01-01

Keywords: Written Corrective Feedback (WCF), Speaking skills, Explicit and Implicit Oral Corrective Feedback, Self-Regulation Strategy (SRS),

Abstract :

This study aimed to investigate the influence of two types of OCF on Iranian EFL learners’ speaking skills, the effect of SRS on EFL learners’ speaking proficiency, and the interactive role of self-regulation strategy (SRS) with the two types of OCF. The research involved 60 female teenage students from Gonbad-e-Kavous secondary high school in Golestan province, divided into three groups of twenty: ‘control,’ ‘implicit,’ and ‘explicit.’ The Oxford Placement Test (OPT) was used to homogenize the students’ language proficiency levels. Consent forms and self-regulation questionnaires were distributed at the beginning of the experiment. The data was collected through pre-test and post-test speaking assessments (using IELTS sample tests) and analyzed using Two-Way ANOVA and Two-Way ANCOVA. The results revealed that there were significant differences between the explicit, implicit, and control groups' post-test means after considering the pretest's impact. Additionally, there was a notable variance between the low and high self-regulation groups' average scores in relation to their post-test results, even after accounting for the pretest's impact. Finally, there was no significant interaction between the types of feedback (explicit, implicit, and control) and self-regulation levels. The current investigation is of importance for language teachers to integrate supplementary techniques of corrective feedback in their teaching approaches, with a focus on explicit corrections during the oral assignments of students.

References:

References
Abu-Bader, S. H. (2021) Using statistical methods in social science
research: With a complete SPSS guide. Oxford University Press, USA.
Adhamjonov, M. (2022). Implementation of effective oral corrective
feedback in English language classes. American Journal of
Interdisciplinary Research and Development, 4, 30-33.
Aghajanloo, K., Mobini, F., & Khosravi, R. (2016). The effect of
Teachers’ Written Corrective Feedback (WCF) types on intermediate
EFL learners’ writing performance. Advances in Language and
Literary Studies, 7(3), 28–37. https://d oi.org/10.7575/aiac.a lls.v.7n
.3p.28
Anderson, J. R. (1983). A spreading activation theory of memory. Journal
of verbal learning and verbal behavior, 22(3), 261-295.
Atmaca, Ç. (2016). Contrasting perceptions of students and teachers:
written corrective feedback. Journal of Language and Linguistic
Studies, 12(2), 166-182.
Benson, S., & DeKeyser, R. (2018). Effects of written corrective feedback
and language aptitude on verb tense accuracy. Language Teaching
Gharani, N., Zarabi, H., Yamrali, N./ Journal of Language, Culture, and Translation 5(2) (2023), 1-47
32
Research, 23(6), 702–726.
https://doi.org/10.1177/1362168818770921
Boggs, J. A. (2019). Effects of teacher-scaffolded and self-scaffolded
corrective feedback compared to direct corrective feedback on
grammatical accuracy in English L2 writing. Journal of Second
Language Writing, 46, 100671. https:// doi. org/ 10.10 16/j.jsl w.2019.
100671
Bozorgian, H., & Yazdani, A. (2021). Direct written corrective feedback
with metalinguistic explanation: Investigating language analytic
ability. Iranian Journal of Language Teaching Research, 9(1), 65–85.
https://doi.org/10.30466/ijltr.2021.120976
Cao, Z. (2021). Improving young learners’ L2 writing accuracy with
written corrective feedback: A case study. English Teaching &
Learning, 45(4), 375– 396. https://doi.org/10.1007/s42321-020-
00071-1
Chen, S., Nassaji, H., & Liu, Q. (2016). EFL learners’ Perceptions and
Preferences of
written corrective feedback: A case study of university students from
Mainland China. Asian-Pacific Journal of Second and Foreign
Language Education, 1(1). https://doi.org/10.1186/s40862-016-0010-
y
Chen, J., Zhang, L. J., & Parr, J. M. (2022). Improving EFL students’ text
revision with the self-regulated strategy development (SRSD) model.
Metacognition and Learning, 17(1), 191-211
Cheng, X., & Zhang, L. J. (2021). Sustaining university English as a
foreign language learners’ writing performance through provision of
comprehensive written corrective feedback. Sustainability, 13(15),
8192. https://doi.org/10.3390/su13158192
Coaley, K. (2010). An Introduction to Psychological Assessment and
Psychometrics.
Dlaska, A., & Krekeler, C. (2013). The short-term effects of individual
corrective feedback on L2 pronunciation. System, 41(1), 25-37.
Eckstein, G., Sims, M., & Rohm, L. (2020). Dynamic written corrective
feedback among graduate students: The effects of feedback timing.
Gharani, N., Zarabi, H., Yamrali, N./ Journal of Language, Culture, and Translation 5(2) (2023), 1-47
33
TESL Canada Journal, 37(2), 78–102. https:// doi.org/10.1 8806/tesl.v
37i2.1339
Ekanayaka, W. I., & Ellis, R. (2020). Does asking learners to revise add
to the effect of written corrective feedback on L2 acquisition? System,
94, 102341. https://doi.org/10.1016/j.system.2020.102341
Ellis, R. (2010). Second language acquisition research and language
teaching. John Benjamins Publishing.
Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective
feedback and the acquisition of L2 grammar. Studies in second
language acquisition, 28(2), 339-368.
Ellis, R., & Sheen, Y. (2006). Reexaming the role of recasts in second
language acquisition. Studies in Second Language Acquisition, 28 (4),
575-600.
Ellis, R., & Shintani, N. (2014). Exploring language pedagogy through
second language acquisition research. Routledge.
Field, A. (2018). Discovering Statistics Using IBM SPSS, Statistics for
Statistics. (5th ed.). London: SAGE Publications.
Fulcher, G., & Davidson, F. (2007). Language testing and assessment.
New York: Routledge.
Gamlo, N. H. (2019). EFL Learners‟ Preferences of Corrective Feedback
in Speaking Activities. World, 9(2).
Ghanizadeh, A., & Mirzaee, S. (2012). EFL learners’ self-regulation,
critical thinking and language achievement. International Journal of
Linguistics, 4(3), 451-468.
Han, Y. (2019). Written corrective feedback from an ecological
perspective: The interaction between the context and individual
learners. System, 80, 288–303.https:// doi. org/1 0.101 6/j.sys tem.20
18.12.009
Gray, C. D., & Kinnear, P. R. (2012). IBM SPSS statistics 19 made simple.
Psychology Press.
Han, Y., & Hyland, F. (2015). Exploring learner engagement with written
corrective feedback in a Chinese tertiary EFL classroom. Journal of
Second Language Writing, 30, 31–44.https:// doi.org /10.101 6/j.jslw.2
015.08.002
Gharani, N., Zarabi, H., Yamrali, N./ Journal of Language, Culture, and Translation 5(2) (2023), 1-47
34
Irwin, B. (2018). Written corrective feedback: Student preferences and
teacher feedback practices. IAFOR Journal of Language Learning,
3(2). https://doi.org/10.22492/ijll.3.2.02
Jafarigohar, M., & Morshedian, M. (2014). The effect of self-regulation
on improving EFL readers’ ability to make within-text inferences.
Issues in Language Teaching, 3(2), 286-263.
Karim, K., & Nassaji, H. (2018). The revision and transfer effects of direct
and indirect comprehensive corrective feedback on ESL students’
writing. Language Teaching Research, 24(4), 519–539. https:// doi.
org/ 10.1177/1362168818802469
Kartchava, E., & Mohamed, A. (2020). Investigating EAP teachers’ use
and perceptions of gesture in general and in corrective feedback
episodes. TESL Canada Journal, 37(2), 51–77.https:// doi. org/ 10.1
8806/tesl.v37i2.1341
Khunaivi, H., & Hartono, R. (2015). Teachers’ and students’ perceptions
of corrective feedback in teaching speaking. English Education
Journal, 5(2).
Kurzer, K. (2018). Dynamic written corrective feedback in developmental
multilingual writing classes. TESOL quarterly, 52(1), 5-33.
Kim, Y., & Emeliyanova, L. (2021). The effects of written corrective
feedback on the accuracy of L2 writing: Comparing collaborative and
individual revision behavior. Language Teaching Research, 25(2),
234-255.
Krashen, S. (1982). Principles and practice in second language
acquisition.
Lee, I., Mak, P., & Burns, A. (2015). EFL teachers’ attempts at feedback
innovation in the writing classroom. Language Teaching Research,
20(2), 248–269. https://doi.org/10.1177/1362168815581007
Lee, I. (2019). Teacher written corrective feedback: Less is more.
Language Teaching, 52(4), 524–536.https:// doi. Org /10.1017/s026
1444819000247
Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta‐
analysis. Language learning, 60(2), 309-365.
Li, S., & Roshan, S. (2019). The associations between working memory
and the effects of four different types of written corrective feedback.
Gharani, N., Zarabi, H., Yamrali, N./ Journal of Language, Culture, and Translation 5(2) (2023), 1-47
35
Journal of Second Language Writing, 45, 1–15.
https://doi.org/10.1016/j.jslw.2019.03.003
Long, M. (1996). The role of the linguistic environment in second
language acquisition. Handbook of second language acquisition.
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake:
Negotiation of form in communicative classrooms. Studies in second
language acquisition, 19(1), 37-66.
Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in
second language classrooms. Language teaching, 46(1), 1-40.
Lyster, R. (2013). Differential effects of prompts and recasts in formfocused instruction. Studies in Second Language Acquisition, 35(2),
209-236.
Lyster, R., & Mori, H. (2006). Interactional feedback and instructional
counterbalance. Studies in Second Language Acquisition, 28(2), 269-
300.
MacDonald, E. N., Johnson, E. K., Forsythe, J., Plante, P., & Munhall, K.
G. (2012). Children's development of self-regulation in speech
production. Current Biology, 22(2), 113-117.
Maftoon, P., & Tasnimi, M. (2014). Using self-regulation to enhance EFL
learners' reading comprehension. Journal of Language Teaching and
Research, 5(4), 844.
Mahmood, Q. R. (2021). Kurdish EFL learners’ perceptions towards
written corrective feedback and its types: An investigative study. Arab
World English Journal, 12(4), 103–117. https:// doi. org/ 10. 24093/
awej/vol12no4.7
Mahmoudi, S. (2015). Internal and external factors affecting learning
English as a foreign language. International Journal of Language and
Linguistics, 3(5), 313. https://doi.org/10.11648/j.ijll.20150305.16
Mao, S. S., & Crosthwaite, P. (2019). Investigating written corrective
feedback: (Mis)alignment of teachers’ beliefs and practice. Journal of
Second Language Writing, 45, 46–60.
https://doi.org/10.1016/j.jslw.2019.05.004
Nhac, H. T. (2021). Effect of teachers’ corrective feedback on learners’
oral accuracy in English speaking lessons. International Journal of
Learning, Teaching and Educational Research, 20(10).
Gharani, N., Zarabi, H., Yamrali, N./ Journal of Language, Culture, and Translation 5(2) (2023), 1-47
36
Oxford, R. L. (2011). Teaching and researching language learning
strategies: Self-regulation in context. Routledge.
Pallant, J. (2016). SPSS Survival Manual. (6th ed.). NSW. Australia: Allen
& Unwin.
Park, E. S., Song, S., & Shin, Y. K. (2016). To what extent do learners
benefit from indirect written corrective feedback? A study targeting
learners of different proficiency and heritage language status.
Language Teaching Research, 20(6), 678–699.
https://doi.org/10.1177/1362168815609617
Penning de Vries, B. W., Cucchiarini, C., Strik, H., & Van Hout, R.
(2020). Spoken grammar practice in CALL: The effect of corrective
feedback and education level in adult L2 learning. Language Teaching
Research, 24(5), 714-735.
Pohan, H. (2023). The influence of students’ perception on teachers’ oral
corrective feedback and self–regulation on speaking skills at English
education department of Ftik Uin Syahada Padangsidimpuan (Doctoral
dissertation, UNIVERSITAS ISLAM NEGERI SULTAN SYARIF
KASIM RIAU).
Rassaei, E. (2019). Tailoring mediation to learners’ ZPD: Effects of
dynamic and non-dynamic corrective feedback on L2 development.
The Language Learning Journal, 47(5), 591-607.
Raykov, T., & Marcoulides, G. A. (2008). An introduction to applied
multivariate analysis. Routledge.
Russell, J., & Spada, N. (2006). The effectiveness of corrective feedback
for the acquisition of L2 grammar. Synthesizing research on language
learning and teaching, 13, 133-164.
Sanders, S., Hart Rollins, L., Michael, E., & Jolivette, K. (2022). “TRAP
is legit!” using self-regulated strategy development to teach reading
comprehension in a residential treatment facility. Preventing School
Failure: Alternative Education for Children and Youth, 66(1), 89-98.
Seker, M. (2016). The use of self-regulation strategies by foreign language
learners and its role in language achievement. Language Teaching
Research, 20(5), 600-618.
Sarré, C., Grosbois, M., & Brudermann, C. (2019). Fostering accuracy in
L2 writing: Impact of different types of corrective feedback in an
Gharani, N., Zarabi, H., Yamrali, N./ Journal of Language, Culture, and Translation 5(2) (2023), 1-47
37
experimental blended learning EFL course. Computer Assisted
Language Learning, 34(5–6), 707–729.https:// doi. org/10. 1080/09
588221.2019.1635164
Schwartz, B. D. (1993). On explicit and negative data effecting and
affecting competence and linguistic behavior. Studies in Second
Language Acquisition,15 (2), 147-163.
Sermsook, K., Liamnimitr, J., & Pochakorn, R. (2017). The impact of
teacher corrective feedback on EFL student writers’ grammatical
improvement. English Language Teaching, 10(10), 43.
https://doi.org/10.5539/elt.v10n10p43
Sheen, Y. (2007). The effect of focused written corrective feedback and
language aptitude on ESL learners' acquisition of articles. TESOL
Quarterly, 41(2), 255-283.
Shieh, J. J., Reynolds, B. L., & Ha, X. V. (2022). Oral feedback on preservice teachers’ English language lesson plans: a Macau case study.
In Handbook of Research on Teacher Education: Innovations and
Practices in Asia (pp. 417-439). Singapore: Springer Nature
Singapore.
Skinner, B. F. (1957). Verbal behavior. Appleton-Century-Crofts.
Tabachnick, B.G. and Fidell, L.S. (2014). Using Multivariate Statistics.
(6th ed.). Boston: Pearson Inc.
Taddarth, A. (2019). Changing pre-service teachers' beliefs about oral
corrective feedback through a training course. Traduction et Langues,
18(2), 8-35.
Tan, K. E., & Manochphinyo, A. (2017). Improving grammatical
accuracy in Thai learners’ writing: comparing direct and indirect
written corrective feedback. The Journal of AsiaTEFL, 14(3), 430–442.
https://doi.org/10.18823/asiatefl.2017.14.3.4.430
Tang, C., & Liu, Y. T. (2018). Effects of indirect coded corrective
feedback with and without short affective teacher comments on L2
writing performance, learner uptake and motivation. Assessing
Writing, 35, 26–40. https://doi.org/10.1016/j.asw.2017.12.002
Tangkiengsirisin, S., & Kalra, R. (2016). Thai students’ perceptions on
the direct vs. indirect written corrective feedback: A Thai university
Gharani, N., Zarabi, H., Yamrali, N./ Journal of Language, Culture, and Translation 5(2) (2023), 1-47
38
context. Arab World English Journal, 7(3), 161–176.
https://doi.org/10.24093/awej/vol7no3.12
Tavakoli, M., & Zarrinabadi, N. (2016). Differential effects of explicit and
implicit corrective feedback on EFL learners’ willingness to
communicate. Innovation in Language Learning and Teaching, 12(3),
247–259. https://doi.org/10.1080/17501229.2016.1195391
Truscott, J. (1999). The case for “The case against grammar correction in
L2 writing classes”: A response to Ferris. Journal of second language
writing, 8(2), 111-122.
Tsao, J. J., Tseng, W. T., & Wang, C. (2017). The effects of writing
anxiety and motivation on EFL college students’ self-evaluative
judgments of corrective feedback. Psychological Reports, 120(2),
219–241. https://doi.org/10.1177/0033294116687123
Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of
higher psychological processes. Harvard university press.
Yang, J. (2016). Learners’ oral corrective feedback preferences in relation
to their cultural background, proficiency level and types of error.
System, 61, 75–86. https://doi.org/10.1016/j.system.2016.08.004
Zhang, Z. V., & Hyland, K. (2022). Fostering student engagement with
feedback: An integrated approach. Assessing Writing, 51, 100586.
https://doi.org/10.1016/j.asw.2021.100586
Zheng, Y., & Yu, S. (2018). Student engagement with teacher written
corrective feedback in EFL writing: A case study of Chinese lowerproficiency students. Assessing Writing, 37, 13–24.
https://doi.org/10.1016/j.asw.2018.03.001
Zohrabi, K., & Ehsani, F. (2014). The role of implicit & explicit corrective
feedback in Persian-speaking EFL learners’ awareness of and accuracy
in English grammar. Procedia-Social and Behavioral Sciences, 98,
2018-2024