Summative and Formative Feedback and Gender: A Study of EFL Learners’ Speaking Performance
الموضوعات : نشریه زبان و ترجمه
Khodaverdi Alizadeh
1
(Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran)
Nasser Ghafoori
2
(Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran)
Touran Ahour
3
(English Department, Tabriz Branch, Islamic Azad University, Tabriz, Iran)
الکلمات المفتاحية: gender, speaking, formative feedback, summative feedback, education system,
ملخص المقالة :
There has been a long literature on the linguistic differences found in the language men and women speak, but there have not been enough discussions about the reasons why such differences exist. To recognize some major differences a study of feedback could be suggested. In EFL classes feedback is very important specially to enhance speaking proficiency of the learners, but it seems that this has not been investigated properly in foreign language teaching context in Iran. The aim of this study was to investigate the differences between the Iranian EFL learners’ quality of performance across genders. This study examined the use of formative and summative feedback among 80 female and male EFL learners in a language institute in Tabriz, Iran in 2019 employing a quasi-experimental method. Because a pre-test and post-test method were applied to two groups of students to investigate the results of the feedbacks, an independent t-test and a double test method were used to analyze the amount of effectiveness of each of the feedback methods under investigations among genders and also a one-way variance analysis has been administered using SPSS22 software. Results of this study showed that both genders have had a fairly close results regarding the performance quality of speaking among EFL students in Iran. Considering the results, it can be suggested that both male and female students can have equal achievements in learning English considering their performances in speaking.
Abdullayeva, M. (2016). Specificity of training future teachers to work with gifted children in the secondary educational school. Путь науки, (7), 69–71.
Allwright, D., Allwright, R., & Bailey, K. M. (1991). Focus on the language class-room: An introduction to classroom research for language teachers. Cambridge University Press.
Bashir, M., Azeem, M., & Dogar, A. H. (2011). Factor Effecting Students’ English-Speaking Skills. British Journal of Arts and Social Sciences, 2(1), 34-50.
Boyer, S. (2002). Understanding English pronunciation: An integrated practice course. Glenbrook: Boyer Educational Resource.
Boyle, J. P. (1987). Sex differences in listening vocabulary. Language Learning, 37(2), 273-284.
Bozorgian, H. (2012). The Relationship be-tween Listening and Other Language Skills in International English Language Testing System. Theory and Practice in Language Studies, 2(4), 657-663.
Brown, H. D. (2000). Teaching by principles: An interactive approach to language pedagogy. San Francisco: Longman.
Busch, D. (2010). Pre-service teacher beliefs about language learning: the second language acquisition course as an agent for change. Language Teaching Research 14, no. 3: 318–37.
Efrizal, D. (2012). Improving Students’ Speaking through Communicative Language Teaching Method at Mts Ja Shaq, Sentot Ali Basa Islamic Boarding School of Bengkulu, Indonesia. International Journal of Humanities and Social Science, 2(20), 127-134.
Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2018). Learning disa-bilities: From identification to intervention. Guilford Publications.
Fuchs, L. S., Fuchs, D., Hamlett, C. L., Walz, L., & Germann, G. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22, 27–27.
Fuchs, L. S., Hamlett, D. F. C. L., & Stecker, P. M. (1991). Effects of curriculum-based measurement and consultation on teacher planning and student achievement in mathematics operations. American educational research journal, 28(3), 617–641.
Gezer, M., Sunkur, M., & Sahin, I. F. (2014). An evaluation of the exam questions of the social studies course according to revised bloom’s taxonomy. Education Sciences & Psychology, 28(2).
Halimah, S. N. (2010). Male and female students' speaking ability (A comparative study in the fourth semester of the English Department of IAIN Walisongo in the academic year of 2009/2010).(Bachelor), IAIN Walisongo, Semarang.
Harmer, Jeremy. (2007). How to Teach English. Harlow: Pearson Education Limited.
Hatch, E. M., & Brown, C. (2001). Vocabu-lary, semantics, and language education. New York: Cambridge University Press.
Hesami, A. (2013). The Comparative Effect of Peer Metalinguistic Corrective Feedback on Elementary and Intermediate EFL Learners’ Speaking Ability (Master’s Theses). Islamic Azad University Central Tehran Branch Faculty of Foreign Languages English Department. Retrieved from http://ganj-old.irandoc.ac.ir/articles/596065
Hinkel, E. (2005). Identity, culture, and critical pedagogy in second language teaching and learning. Handbook of research in second language teaching and learning, 4(3), 891–893.
Hyland, K., & Hyland, F. (2006). Feedback in second language writing: Contexts and issues. Cambridge university press.
Ismiati, A. N. (2013). A comparative study of English speaking skills between male and female students on the first-grade students of State Junior High School 5 Purworejo in the Academic Year 2011/ 2012. Scripta: Pendidikan Bahasa Inggris, 1(2), 1-5.
Kainvanpanah, S., S.M. Alavi and S. Sepehrinia. (2015). Preferences for interactional feedback: differences between learners and teachers. The Language Learning Journal 43, no. 1: 1–20.
Kayi, H. (2006). Teaching speaking: Activities to promote speaking in a second language. The Internet TESL Journal, 7(11). Retrieved from http://iteslj.org/Techniques/Kayi-Teaching Speaking.html
Kayi, H. (2012). Teaching speaking: Activities to promote speaking in a second language. Новейшие научные достижения, 12(2012).
Kazemi, F., & Abbasian, G.-R. (2019). Incorporating Assessment-based Feedbacks into EFL Speaking Class: Metalinguistic Feedback vs. Explicit Correction. Foreign Language Research Journal, 9(2), 539-564. https://doi.org/10.22059/jflr.2019.260230.524
Locke, A. (2013). Teaching speaking and listening: One step at a time (revised edition). London: Bloomsbury Education.
Lukitasari, N. (2003). Students’ Strategies in Overcoming Speaking Problems in Speaking Class.University of Muham-madiyah Malang.
Mackey, A., C. Polio and K. McDonough. (2004). The relationship between ex-perience, education, and teachers’ use of incidental focus-on-form tech-niques. Language Teaching Research 8, no. 3: 301–27.
Natsir, Y., Yusuf, Y. Q., & Huri, A. D. (2016). The male and female EFL stu-dents’ language learning styles. Paper presented at the Proceedings of the First Reciprocal Graduate Research Symposium between University Pen-didikan Sultan Idris and Syiah Kuala University (pp. 66-73). Banda Aceh.
Pawlak, M. (2014). Investigating learner engagement with oral corrective feedback: aims, methodology, outcomes. In Awareness in Action: The Role of Consciousness in Language Acquisition, eds. A. Lyda and K. Szcześniak, 69–84. London: Springer.
Pfauwadel, M.-C. (1986). Etre bègue[To stutter]. Paris: Retz.
Pourhosein Gilakjani, A. (2016). What Factors Influence the English Pronunciation of EFL Learners? Modern Journal of Language Teaching Methods (MJLTM), 6(2), 314-326.
Prieto, (2007). Improving Eleventh Graders’ Oral Production in English Class through Cooperative Learning Strate-gies, PROFILE, 8,75-90. Bogotá, Co-lombia
Qian, W. (2015). A study of the influence of gender differences on English learning of senior high school students. Higher Education of Social Science, 8(6), 66-69.
Rahimi, M., & Zhang, L. J. (2015). Exploring non-native English-speaking teachers’ cognitions about corrective feedback in teaching English oral communication. The system, 55, 111-122. https://doi.org/10.1016/j.system.2015.09.006
Richards, J. C. (2003). Teaching listening and speaking. New York: Cambridge University Press.
Richards, J. C. (2008). Teaching listening and speaking. Cambridge university press Cambridge, England.
Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge university press.
Richards, J. C., & Schmidt, R. W. (2010). Longman dictionary of language teaching and applied linguistics (4th Ed). London: Pearson Education
Sheen, Y. (2007). The effects of corrective feedback, language aptitude, and learner attitudes on the acquisition of English articles. In A. Mackey (Eds.), Conversational interaction in second language acquisition: a collection of empirical studies (pp. 301-322). Oxford: Oxford University Press.
Abdullayeva, M. (2016). Specificity of training future teachers to work with gifted children in the secondary educational school. Путь науки, (7), 69–71.
Allwright, D., Allwright, R., & Bailey, K. M. (1991). Focus on the language class-room: An introduction to classroom research for language teachers. Cambridge University Press.
Bashir, M., Azeem, M., & Dogar, A. H. (2011). Factor Effecting Students’ English-Speaking Skills. British Journal of Arts and Social Sciences, 2(1), 34-50.
Boyer, S. (2002). Understanding English pronunciation: An integrated practice course. Glenbrook: Boyer Educational Resource.
Boyle, J. P. (1987). Sex differences in listening vocabulary. Language Learning, 37(2), 273-284.
Bozorgian, H. (2012). The Relationship be-tween Listening and Other Language Skills in International English Language Testing System. Theory and Practice in Language Studies, 2(4), 657-663.
Brown, H. D. (2000). Teaching by principles: An interactive approach to language pedagogy. San Francisco: Longman.
Busch, D. (2010). Pre-service teacher beliefs about language learning: the second language acquisition course as an agent for change. Language Teaching Research 14, no. 3: 318–37.
Efrizal, D. (2012). Improving Students’ Speaking through Communicative Language Teaching Method at Mts Ja Shaq, Sentot Ali Basa Islamic Boarding School of Bengkulu, Indonesia. International Journal of Humanities and Social Science, 2(20), 127-134.
Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2018). Learning disa-bilities: From identification to intervention. Guilford Publications.
Fuchs, L. S., Fuchs, D., Hamlett, C. L., Walz, L., & Germann, G. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22, 27–27.
Fuchs, L. S., Hamlett, D. F. C. L., & Stecker, P. M. (1991). Effects of curriculum-based measurement and consultation on teacher planning and student achievement in mathematics operations. American educational research journal, 28(3), 617–641.
Gezer, M., Sunkur, M., & Sahin, I. F. (2014). An evaluation of the exam questions of the social studies course according to revised bloom’s taxonomy. Education Sciences & Psychology, 28(2).
Halimah, S. N. (2010). Male and female students' speaking ability (A comparative study in the fourth semester of the English Department of IAIN Walisongo in the academic year of 2009/2010).(Bachelor), IAIN Walisongo, Semarang.
Harmer, Jeremy. (2007). How to Teach English. Harlow: Pearson Education Limited.
Hatch, E. M., & Brown, C. (2001). Vocabu-lary, semantics, and language education. New York: Cambridge University Press.
Hesami, A. (2013). The Comparative Effect of Peer Metalinguistic Corrective Feedback on Elementary and Intermediate EFL Learners’ Speaking Ability (Master’s Theses). Islamic Azad University Central Tehran Branch Faculty of Foreign Languages English Department. Retrieved from http://ganj-old.irandoc.ac.ir/articles/596065
Hinkel, E. (2005). Identity, culture, and critical pedagogy in second language teaching and learning. Handbook of research in second language teaching and learning, 4(3), 891–893.
Hyland, K., & Hyland, F. (2006). Feedback in second language writing: Contexts and issues. Cambridge university press.
Ismiati, A. N. (2013). A comparative study of English speaking skills between male and female students on the first-grade students of State Junior High School 5 Purworejo in the Academic Year 2011/ 2012. Scripta: Pendidikan Bahasa Inggris, 1(2), 1-5.
Kainvanpanah, S., S.M. Alavi and S. Sepehrinia. (2015). Preferences for interactional feedback: differences between learners and teachers. The Language Learning Journal 43, no. 1: 1–20.
Kayi, H. (2006). Teaching speaking: Activities to promote speaking in a second language. The Internet TESL Journal, 7(11). Retrieved from http://iteslj.org/Techniques/Kayi-Teaching Speaking.html
Kayi, H. (2012). Teaching speaking: Activities to promote speaking in a second language. Новейшие научные достижения, 12(2012).
Kazemi, F., & Abbasian, G.-R. (2019). Incorporating Assessment-based Feedbacks into EFL Speaking Class: Metalinguistic Feedback vs. Explicit Correction. Foreign Language Research Journal, 9(2), 539-564. https://doi.org/10.22059/jflr.2019.260230.524
Locke, A. (2013). Teaching speaking and listening: One step at a time (revised edition). London: Bloomsbury Education.
Lukitasari, N. (2003). Students’ Strategies in Overcoming Speaking Problems in Speaking Class.University of Muham-madiyah Malang.
Mackey, A., C. Polio and K. McDonough. (2004). The relationship between ex-perience, education, and teachers’ use of incidental focus-on-form tech-niques. Language Teaching Research 8, no. 3: 301–27.
Natsir, Y., Yusuf, Y. Q., & Huri, A. D. (2016). The male and female EFL stu-dents’ language learning styles. Paper presented at the Proceedings of the First Reciprocal Graduate Research Symposium between University Pen-didikan Sultan Idris and Syiah Kuala University (pp. 66-73). Banda Aceh.
Pawlak, M. (2014). Investigating learner engagement with oral corrective feedback: aims, methodology, outcomes. In Awareness in Action: The Role of Consciousness in Language Acquisition, eds. A. Lyda and K. Szcześniak, 69–84. London: Springer.
Pfauwadel, M.-C. (1986). Etre bègue[To stutter]. Paris: Retz.
Pourhosein Gilakjani, A. (2016). What Factors Influence the English Pronunciation of EFL Learners? Modern Journal of Language Teaching Methods (MJLTM), 6(2), 314-326.
Prieto, (2007). Improving Eleventh Graders’ Oral Production in English Class through Cooperative Learning Strate-gies, PROFILE, 8,75-90. Bogotá, Co-lombia
Qian, W. (2015). A study of the influence of gender differences on English learning of senior high school students. Higher Education of Social Science, 8(6), 66-69.
Rahimi, M., & Zhang, L. J. (2015). Exploring non-native English-speaking teachers’ cognitions about corrective feedback in teaching English oral communication. The system, 55, 111-122. https://doi.org/10.1016/j.system.2015.09.006
Richards, J. C. (2003). Teaching listening and speaking. New York: Cambridge University Press.
Richards, J. C. (2008). Teaching listening and speaking. Cambridge university press Cambridge, England.
Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge university press.
Richards, J. C., & Schmidt, R. W. (2010). Longman dictionary of language teaching and applied linguistics (4th Ed). London: Pearson Education
Sheen, Y. (2007). The effects of corrective feedback, language aptitude, and learner attitudes on the acquisition of English articles. In A. Mackey (Eds.), Conversational interaction in second language acquisition: a collection of empirical studies (pp. 301-322). Oxford: Oxford University Press.
Smith, M. W., & Wilhelm, J. D. (2002). Reading doesn’t fix any Chevys: Literacy in the lives of young men. Portsmouth: Heinemann.
Stecker, P. M., Fuchs, L. S., & Fuchs, D. (2005). Using curriculum-based measurement to improve student achievement: Review of research. Psychology in the Schools, 42(8), 795–819.
Urrutia León, W., & VegaCely, E.(2010).Encouraging Teenagers to Improve Speaking Skills through Games in a Colombian Public School, PROFILE, 12(1), 11-31. Bogotá, Colombia.
Van Lier, L. (1988). The classroom and the lan-guage learner: Ethnography and second-language classroom research. Longman London.
Vásquez, V. and J. Harvey. (2010). Raising teachers’ awareness about corrective feedback through research replication. Language Teaching Research 14, no. 4: 421–43.
Viriya, C., & Sapsirin, S. (2014). Gender differences in language learning style and language learning strategies. Indonesia Journal of Applied Linguistics, 3(2), 77-88.
Williams, M., & Burden, R. L. (1997). Psy-chology for Language Teachers: A Social Constructivist Approach. ERIC.
Yaghoobi, M., & Mashhadi, J. (2013). Probing the impact of formative testing in Iranian English language learners upon their enhancement. Journal of Basic and Applied Scientific Research, 3(2), 252–256.
Yang, M., Badger, R., & Yu, Z. (2006). A comparative study of peer and teacher feedback in a Chinese EFL writing class. Journal of second language writing, 15(3), 179–200.
Yoshida, R. (2008). Learners' perception of corrective feedback in pair work. Foreign Language Annals, 41(3), 525-541.
Zafar, S., & Meenakshi, K. (2012). Individual learner differences and second language acquisition: A review. Journal of Language Teaching and Research, 3(4), 639-646.
Zellner, B. (1994). Pauses and the temporal structure of speech. In E. Keller (Ed.), Fundamentals of speech synthesis and speech recognition (pp. 41-62). Chichester: John Wiley.
Zoghi, M., Kazemi, S. A., & Kalani, A. (2013). The effect of gender on lan-guage learning. Journal of Novel Ap-plied Sciences, 2(S4), 1124-1128.
