Corrective Feedback and the Speaking Ability of Introvert and Extrovert Iranian English Language Learners
الموضوعات : نشریه زبان و ترجمه
Atousa Ebrahimi
1
,
Davood Mashhadi Heidar
2
,
Mohammad Reza Khodareza
3
1 - Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
2 - Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
3 - Department of English, Tonekabon, Branch, Islamic Azad University, Tonekabon, Iran
الکلمات المفتاحية: Corrective feedback, speaking, introvert, extrovert,
ملخص المقالة :
Corrective feedback has recently drawn plenty of interest in applied linguistics. It is used to provide learners of a foreign language with comments on the correctness of their linguistic output. This study investigated the probable effectiveness of full/partial recast, metalinguistic, elicitation, and clarification request corrective feedbacks on intermediate introvert/extrovert Iranian EFL learners’ speaking ability. The participants included 120 English as Foreign Language (EFL) learners who had completed IELTS preparation classes. They were selected through convenience sampling and split into two groups which were specified by two raters having a checklist of IELTS speaking band descriptors. For this research, the experimental group participants received corrective feedback, while the control group participants received no comments. Then researcher administered the posttest. The findings revealed a significant difference between the speaking ability of the experimental and control groups in the posttest. The results indicated no difference between the speaking ability of the introvert and extrovert learners.
Baily, K. M. & L. Savage, eds. (1994). New ways in teaching speaking. Alexandria, VA: TESOL.
Baker, W. (2009). To give is better than to receive: The benefits of peer review to the reviewer’s own writing. Journal of Second Language Writing, 18(1), 30-43.
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. Paper presented at the 120th ASEE Annual & Exposition, Atlanta, USA.
Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12(3), 267–296.
Chen, W., & Liu, G. (2021). Effectiveness of corrective feedback: Teachers’ perspectives. Iranian Journal of Language Teaching Research 9(1), 23-42.
Desouky, A. (2016). Effectiveness of using screencast feedback on EFL students’ writing and perception. English Language Teaching, 9(8), 106-121.
Dewaele, J.-M., & Furnham, A. (2000). Personality and speech production: A pilot study of second language learners. Personality and Individual Differences, 28(2), 355–365. https://doi.org/10.1016/S0191-8869(99)00106-3.
Doughty, C. (2001). Cognitive underpinnings of focus on form. In P. Robinson (Ed.), Cognition and second language instruction (pp.206–257). New York: Cambridge University Press.
Ellis, R. (2017). Oral corrective feedback in L2 classrooms: What we know so far. In H. Nassaji & E. Kartchava (Eds.), Corrective feedback in second language teaching and learning (pp. 3-18). New York & London: Routledge.
Fahim, M., & Montazeri, M. (2013). The impact of ‘metalinguistic’ corrective feedback on EFL learners’ levels of lexical resource and grammatical range and accuracy in their Oral proficiency. International Research Journal of Applied and Basic Sciences, 4(7), 1776-1782.
Ferris, D. R., & Roberts, B. (2001). Error feedback in L2 writing classes: how explicit does it need to be? Journal of Second Language Writing, 10, 161–184.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Kamalian, A., & Sayadian, S. (2014). The role of short text messaging in Iranian EFL vocabulary learning and motivation. Science, 2(4), 101-107.
Li, N., Wang, L., & Yao, J. (2008). Relations network in the interactive ESL class: Analysis of individuals, groups, and a whole classroom network. The Asian EFL Journal,10(3), 78-108.
Li, S. (2018). Corrective feedback in L2 speech production. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-9). Hoboken, NJ: Wiley.
Loewen, S. (2004). Uptake in incidental focus on form in meaning-focused ESL lessons. Language Learning, 54, 153-188.
Mackey, A., Oliver, R., & Leeman, J. (2003). Interactional input and the incorporation of feedback: An exploration of ns-nns and nns-nns adult and child dyads. Language Learning, 53, 35-66.
Mackey, A. (2006). Feedback, noticing and instructed second language learning. Applied Linguistics, 405–430.
Marashi, H., & Naddim, R. (2018). Using Information Gap and Opinion Gap Tasks to Improve Introvert and Extrovert Learners’ Speaking. Applied Research on English Language, 8 (2), pp. 187-206.
Morris, F. A. (2002). Negotiation and recasts in relation to error types and learner repair. Foreign Language Annals, 35(1), 395-404.
Muhsin, M.A. (2016). The effectiveness of positive feedback in teaching speaking skill. Lingua Cultura, 10(1), 25-30.
Nabei, T., & Swain, M. (2002). Learner awareness of recasts in classroom interaction: A case study of an adult EFL student’s second language learning. Language Awareness, 11(3), 43- 63.
Navidinia, H. (2009). Psychological characteristics of English language teachers: on the relationship among big five personality traits and teachers’ efficacy beliefs. Journal of English Language Studies, 1(1), 79-99.
Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50, 417-528.
Radia, B. (2019). Approaching a reading course via Moodle-based blended learning: EFL learners’ insights. MJLTM, 9(11), 700-721.
Rahimi, A., & VahidDastjerdi, H. (2011). Impact of immediate and delayed error correction on EFL learners’ oral production: CAF. Mediterranean Center of Social and Educational Research,3(1),45-54.
Rahmati, T. (2014). Extrovert and Introvert Learners' Attitudes and Preferences for Error Correction in Speaking. Asian Journal of Research in Social Sciences and Humanities, 4 (9), pp. 268-286.
Rezvani, A., & Sadeghi, B. (2016). A Comparative Investigation into Speaking Anxiety of Extroverted and Introverted Iranian EFL Learners. Journal of Teaching English Language Studies, 5 (2), pp. 7-23.
Richards, J.C., & Schmidt, R. (2010). Longman dictionary of language teaching and applied linguistics (4th). London: Longman.
Rodríguez, M., & Perdomo, B. (2002). Effects of implicit and explicit negative feedback on EFL students’ oral performance. Paper presented at the annual TESOL convention, VenTESOL, Nueva Esparta, Venezuela.
Saadah, L., Nurkamto, J., and Suparno, S. (2018). Oral corrective feedback: Exploring the relationship between teacher’s strategy and students’ willingness to communicate. Studies in English Language and Education, 5(2), 240-252.
Shaqaqi, M., & Soleimani, H. (2019). Effects of asynchronous and conventional paper-and-pen metalinguistic feedback on L2 learners’ use of verb tense. Journal of Modern Research in English Language Studies 5(3), 55-72.
Sheen, Y. (2007). The effects of corrective feedback, language aptitude, and learner attitudes on the acquisition of English articles. In A. Mackey (Ed.), Conversational interaction in second language acquisition (pp. 301-322). Oxford: Oxford University Press.
Sidek, H. (2012). EFL textbook analysis. Language and Literacy 14(3), 27-45.
Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principles and practice in applied linguistics (pp. 125-144). Oxford: Oxford University Press.
Varnosfadrani, A.D., & Basturkmen, H. (2009). The effectiveness of implicit and explicit error correction on learners’ performance. System, 37(4), 82-98.
Zarei, A.A., & Rahnama, M. (2013). The effect of written corrective feedback modes on EFL learners’ grammatical and lexical writing accuracy: From perceptions to facts. International Journal on Studies in English Language and Literature (IJSELL), 1(3), 1-14.
