Effects of Scaffolded and Explicit Feedback on Iranian EFL Learners' Use of Articles in Oral Productions
الموضوعات : نشریه زبان و ترجمه
Lotfollah Samaee
1
(PhD Candidate,Islamic Azad University,Shiraz Branch,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)
الکلمات المفتاحية: Corrective feedback, EFL learners, Explicit Feedback, Oral production, Scaffolded Feedback,
ملخص المقالة :
This study aims to explore and compare the impacts of scaffolded and explicit feedback on Iranian EFL learners' correct use of articles in oral productions. To this end, 45 intermediate female EFL learners in three intact classes in a language institute in Behbahan, Iran were selected through convenience sampling and randomly assigned to two experimental groups of scaffolded and explicit and one control group. The research used a quantitative approach with a quasi-experimental design in the form of a pretest, treatment, posttest, and delayed posttest. While the two experimental groups received either scaffolded or explicit feedback treatment, the control group received no feedback on their errors in the use of articles. The find- ings revealed that the EFL learners in the scaffolded CF and explicit groups outperformed those of the control group concerning the accurate use of both definite and indefinite articles in their oral productions. The implications of the results are also explicated.
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