The Role of Direct Metalinguistic and Indirect Feedback Timing in Enhancing Speaking Accuracy Task Performance of Iranian EFL Learners
الموضوعات :
Elham Dehdari
1
,
Naser Ghafouri
2
,
Saeideh Ahanghari
3
1 - Department of English language, Islamic Azad University, Sarab branch, Sarab, Iran
2 - Department of English, Tabriz Branch, Islamic Azad UniversityTabriz, Iran
3 - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
الکلمات المفتاحية: Feedback, meta-linguist feedback, indirect feedback, speaking accuracy,
ملخص المقالة :
The primary objective of this study was to investigate the impact of feedback timing on the improvement of Iranian EFL learners' speaking accuracy in direct metalinguistic and indirect feedback scenarios. By utilizing a quasi-experimental design, the investigator enlisted a total of 120 participants, consisting of 63 males and 57 females, with an average age of 21.5 years. These participants were then divided into four distinct groups: a direct-immediate feedback group comprising 30 students, a direct-delayed feedback group consisting of 30 students, an indirect-immediate feedback group comprising 30 students, and an indirect-delayed feedback group consisting of 30 students. The data collection process involved the utilization of three distinct instruments: the Oxford Placement Test (OPT), a speaking accuracy test, and a series of two-way exchange tasks. Following the homogenization of participants based on the OPT test, a pretest was administered to assess their speaking accuracy. In the treatment phase, the group receiving indirect instant feedback promptly rectified errors by reformulating them into the proper form upon occurrence. In the experimental condition of indirect delayed feedback, the instructor meticulously documented the errors made by each student along with their respective names, to deliver personalized feedback to each learner. In the experimental group focused on direct metalinguistic immediate feedback, participants were presented with explanations and examples illustrating the right form of the errors they had made. In the metalinguistic delayed group, the instructor would record the nature of errors and the names of the pupils to offer explanations and provide accurate examples tailored to each student. During the post-test phase, the participants underwent a re-administration of the speaking accuracy test, and the resulting scores were duly recorded. The data that was gathered was subjected to both descriptive and inferential analysis using Two-way ANOVA. The findings from the data analysis indicate a notable interaction between the timing of feedback and the type of input about their impact on the speaking accuracy of Iranian intermediate English as a Foreign Language (EFL) learners.
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