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حرية الوصول المقاله
1 - On the Efficacy of Explicit Corrective Feedback on Descriptive Writing Accuracy of Iranian Intermediate EFL Learners
Hooshang Khoshsima Ma’soume JahaniSince the emergence of the process-oriented approach in second language writing instruction, the issues of writing instruction have been predominantly concerned with what and how error feedback should be given to the students’ writing. The present study investigat أکثرSince the emergence of the process-oriented approach in second language writing instruction, the issues of writing instruction have been predominantly concerned with what and how error feedback should be given to the students’ writing. The present study investigated the effect of explicit corrective feedback on writing accuracy of Iranian intermediate EFL learners (N = 44) in Hamedan Islamic Azad University. The three most frequent occurring errors in EFL learners’ writing pre-test were chosen to be targeted. Two groups were formed: the explicit corrective feedback group (N = 22), and the control group (N = 20). Paired samples t-tests revealed that both the explicit and control groups increased their writing accuracy in immediate post-test in comparison with pre-test, but Independent t-test indicated that there was not a statistically significant difference between the mean scores of the control and experiment groups (p = 0.65). In delayed post-test, there was no significant differences between writing accuracy of explicit and control groups (p = 0.72). Paired samples t-tests indicated that there was no significant accuracy mean difference between writing pre-test and delayed post-test of the explicit group.The writing accuracy gain of the control group in delayed post-test in comparison with writing pre-test was statistically significant. تفاصيل المقالة -
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2 - The Timing of Feedback and Learners’ Age on Implicit and Explicit Grammar Learning
Leila Ahmadpour Hassan Asadollahfam Sahar AhmadpourThis study explored the effect of timing of feedback (i.e., immediate vs. delayed) and learners’ age (adolescent vs. adult) on the development of English regular past tense structure. Two intermediate classes of adolescent and adult learners were selected as the p أکثرThis study explored the effect of timing of feedback (i.e., immediate vs. delayed) and learners’ age (adolescent vs. adult) on the development of English regular past tense structure. Two intermediate classes of adolescent and adult learners were selected as the participants. Participants were asked to carry out two narrative tasks which set the context for the provision of corrective feedback. The selected target structure was the regular past tense –ed feature. The untimed grammaticality judgment test was used to measure explicit knowledge development and elicited imitation test was employed for the measurement of implicit learning. These tests were administered at the beginning of the study as pre-test, immediately after the provision of immediate feedback and again immediately after the provision of delayed corrective feedback. The results demonstrated that whereas both adolescent and adult learners improved their implicit knowledge after the delayed feedback, explicit knowledge was improved in adult learners after both immediate and delayed feedback but in delayed feedback in adolescent learners. The implications of the findings are discussed in light of theories of second language acquisition. تفاصيل المقالة -
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3 - Teachers’ Practices and Students’ Preferences of Grammar-centered Written Corrective Feedback in Iran
Hooman SaeliThis study explored teachers’ practices and students’ preferences regarding grammar-centered written corrective feedback (WCF) in an Iranian EFL context. Semi-structured interviews were used to collect data from 14 teachers and 15 students, teaching and taki أکثرThis study explored teachers’ practices and students’ preferences regarding grammar-centered written corrective feedback (WCF) in an Iranian EFL context. Semi-structured interviews were used to collect data from 14 teachers and 15 students, teaching and taking English at different proficiency levels. The data analysis identified three thematic categories in the interview responses: error correctors, amount of WCF, and WCF methods. The findings showed that the teachers mostly provided teacher-generated grammar feedback since they believed that their students preferred this type of correction. Additionally, the students preferred teacher-generated feedback. Also, the teachers mostly gave comprehensive feedback on the grammatical errors, because they thought comprehensive correction was perceived positively by their students. This, similarly, was preferred by the students. Moreover, the teachers stated that their students liked direct grammar feedback; the students also reported their preference for direct WCF. Overall, the teachers were aware of their students’ preferences, so they provided the kind of feedback their students were most likely to effectively engage with. تفاصيل المقالة -
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4 - Using a Messenger Bot as a Tool for Providing Written Corrective Feedback: Examining L2 Development and Learners’ Attitudes
Maryam Abdollahzadeh Mohammad Golshan Hamid AllamiThe current study aimed to examine the effect of written corrective feedback (WCF) provided via a messenger bot on Iranian English as a foreign language (EFL) learners’ use of definite/indefinite articles. It also explored learners’ attitudes toward using th أکثرThe current study aimed to examine the effect of written corrective feedback (WCF) provided via a messenger bot on Iranian English as a foreign language (EFL) learners’ use of definite/indefinite articles. It also explored learners’ attitudes toward using the messenger bot, which worked as a medium for providing WCF on the TOEFL iBT speaking task II. Seventy male and female TOEFL candidates (mean age: 26, range: 18-34) chosen through convenience sampling participated in the study. Before the treatment, the participants in all groups were given a proficiency test and a speaking pre-test. Then, they were randomly assigned to one of the three groups: one received WCF on their errors in the use of articles through the bot (MB group, n=30); the second one received WCF in traditional classes (TF group, n=20); and the participants in the third group received no feedback and followed the normal course of instruction (NF group, n=20). Subsequently, all groups participated in a post-test The results of the mixed between-within subjects, ANOVA, showed that the MB group significantly outperformed the other two groups and there was not a significant difference between the TF and NF groups. The participants’ attitudes toward receiving WCF through the bot were elicited through in-depth semi-structured interviews. The transcribed interviews were then analyzed using the first two phases of the grounded theory, and two main themes of pedagogical applications and technological issues emerged. The implications stemming from the findings concerned the efficacy of using the messenger bot in providing corrective feedback. تفاصيل المقالة -
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5 - Iranian Intermediate EFL Learners’ Attitude and Preferences for Oral error correction
Kamran Rabani EbrahimiPourEFL teachers are suggested to investigate learners’ beliefs and preferences for oral error correction, an integral part of language teaching, to either adopt them or raise learners’ awareness in case their perceptions and preferences oppose the findings rega أکثرEFL teachers are suggested to investigate learners’ beliefs and preferences for oral error correction, an integral part of language teaching, to either adopt them or raise learners’ awareness in case their perceptions and preferences oppose the findings regarding effective learning. Although Iranian EFL learners’ attitude and preferences for different aspects of oral error treatment have been relatively addressed, some mixed results were obtained. Using a quantitative descriptive design, the current study sought to extend this line of research by investigating the attitudes and preferences of 756 Iranian EFL learners regarding the existence of oral errors, oral error correction timing, provider, categories, and techniques. The findings revealed that EFL learners had positive attitude towards oral error correction. In details, a large number of learners had a preference for oral error correction most of the time. Moreover immediate teacher correction was favored by most subjects. Moreover, nearly half of the participants favored self-correction while most expressed dislike for peer error treatment. The findings concerning error treatment types and techniques, showed that EFL learners favored different types and techniques of oral error treatment among which a subtype of metalinguistic clues where teacher provides information or hints to correction and a subtype of clarification request in which teacher asks why the learner used the word or the structure were the most and least favorite ones respectively. The findings might help stakeholders gain a better understanding of learners ' attitudes and preferences for oral error treatment . تفاصيل المقالة -
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6 - Designing and Validating a New Corrective Feedback Preferences Scale: Targeting Contextual Particularities
Mohammad Rahimi Shahram Afraz Amin KarimniyaThe current study was an attempt to explore the underlying factor structures of the new TPCF questionnaire designed to determine EFL teachers’ perceptions of the effectiveness of corrective feedbacks. To this end, 150 male and female EFL teachers from private lang أکثرThe current study was an attempt to explore the underlying factor structures of the new TPCF questionnaire designed to determine EFL teachers’ perceptions of the effectiveness of corrective feedbacks. To this end, 150 male and female EFL teachers from private language institutes were conveniently selected to participate in the study. To come up with a suitable sample for construct validation (factor analysis), care was taken to select at least 125 participants (5 participants per item included in the final version of TPCF). The participants were aged from 27 to 38 years old. Two research instruments were utilized in the current study including an interview and a newly designed questionnaire by the researcher in the field. The findings revealed that underlying factor structures of the new TPCF included type of error & type of CF, time of feedback & teachers’ strategy, proficiency level & preplanning, perceived by learners, negative impression & gender difference, dominance, correction & CF enhancement. In addition, a new TPCF questionnaire designed for EFL teachers’ perceptions of the effectiveness of corrective feedbacks. Eventually, the implications of the study are presented. These findings have some implications for EFL teachers, learners, curriculum designers, and researchers. تفاصيل المقالة -
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7 - The Relationship between Frequency of Oral Corrective Feedback and Identity Processing Style among Iranian EFL Teachers
Emad Omidpour Mohammad Bavaliis believed that identity has great[s1]impact on almost every aspect of human psychological and social growth. Oral corrective feedback, on the other hand, is found to have a profound influence on learning. In this regard, this study attempted to examine any probable re أکثرis believed that identity has great[s1]impact on almost every aspect of human psychological and social growth. Oral corrective feedback, on the other hand, is found to have a profound influence on learning. In this regard, this study attempted to examine any probable relationship between identity processing styles and the frequency of oral corrective feedback techniques. The participants included eight male Iranian EFL teachers. To identify participants’ choice of oral corrective strategies and their frequencies, their intermediate classes were observed for four sessions. To arrive at participants’ identity processing styles, Informational, Normative, and Diffuse-Avoidant, the identity style inventory (ISI-5) by Berzonsky was employed. Since all participants obtained highest score for the Informational style, they were grouped based on their second highest score.The findings underline that there is a positive relationship between Normative identity processing style and frequency of oral corrective feedback techniques used by the teachers. Normative styles were found to be more likely to use oral corrective feedback techniques more frequently. Those with higher Diffuse-Avoidant style score seemed to use a limited number and fewer types of oral corrective feedback techniques. With respect to the results, this study offers the use of identity surveys in EFL educational systems in order to help language institutions approach problems regarding teachers’ performance in the field of oral corrective feedback in a more precise and personalized way which matches each teacher’s needs. [s1] تفاصيل المقالة -
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8 - The Effects of Learners’ Gender on Their Preferences for Corrective Feedback
Elaheh Khorshidi Ehsan RassaeiThis study aimed at investigating the effect of learners’ gender on their preferences for corrective feedback. Learners’ prefer- ences which were investigated included the necessity, frequency, timing, type, method, and delivering agent of error treatment. T أکثرThis study aimed at investigating the effect of learners’ gender on their preferences for corrective feedback. Learners’ prefer- ences which were investigated included the necessity, frequency, timing, type, method, and delivering agent of error treatment. To this end, a questionnaire was administered to a random sample of 100 participants (50 males and 50 females) studying English (EFL) at Shiraz Azad Uni- versity. Pearson Chi-square was used to investigate the relationship between learners’ gender and their preferences for corrective feedback. The findings revealed that there were no statistically significant differ- ences between males and females regarding their preferences for correc- tive feedback except for their choice of necessity of error correction and the no corrective feedback option. In other words, males and females were different in rating necessity of error correction and also choosing no corrective feedback as a viable option. Furthermore, clarification request and repetition were the most frequent feedback while explicit feedback was the least frequent feedback among males and females. تفاصيل المقالة -
حرية الوصول المقاله
9 - The direct and indirect effect of corrective feedback in speaking accuracy on L2 learners in Iranian EFL context
Pegah Javadi Bahador SadeghiThe purpose of the current study was to investigate the effects of direct and indirect correctivefeedback on Iranian intermediate EFL learners’ speaking accuracy. This present research aimedto investigate the differential impact of recast and metalinguistic feedba أکثرThe purpose of the current study was to investigate the effects of direct and indirect correctivefeedback on Iranian intermediate EFL learners’ speaking accuracy. This present research aimedto investigate the differential impact of recast and metalinguistic feedback on speakingperformance of EFL learners. To do so, After administering a Nelson test to have ahomogeneous sample a total number of 61 EFL learners ranging from 15 to 40 years old wereselected. They were randomly divided into three groups. Two classes were assigned to serve asan experimental groups which received direct and indirect corrective feedback, and the otherclass as control group. For pre and post-tests all groups were given different pictures to measurethe learners speaking accuracy. In order to treatment, The classes last for 8 sessions in 4 weeks.The results of the One-Way Anova and Post Hoc Tukey Hsd Test showed that, there exists asignificant difference among the speaking accuracy measures in the three groups and theexperimental groups who received corrective feedback outperformed the control group who didnot receive any feedback. In other words, first of all both CF types were effective in post test andsecondly between the two CF types metalinguistic feedback was more effective than recast. تفاصيل المقالة -
حرية الوصول المقاله
10 - Oral Corrective Feedback and L2 Vocabulary Development: Prompts and Recasts in the Teens ESL Classroom
Parisa MoghaddamThis research examines how teens learn L2 vocabulary when affected by different types of oral corrective feedback during a controlled classroom interaction. The study employed post-test design. Pre-Intermediate teens ESL learners (N 30) in an institute were categorized أکثرThis research examines how teens learn L2 vocabulary when affected by different types of oral corrective feedback during a controlled classroom interaction. The study employed post-test design. Pre-Intermediate teens ESL learners (N 30) in an institute were categorized into three groups: prompts, recasts, and control. In the treatment stage, a four step vocabulary activity was provided to prompt, recast or no feedback group, respective. The findings appear to indicate that using prompts and recasts as two kinds of oral corrective feedback were of benefit to students in terms of their ability to detect and correct errors in their own speech when they are learning new vocabularies. However the prompts group was the only one that demonstrated significant increases of vocabulary development as they were operationalized for this study. تفاصيل المقالة -
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11 - Explicit vs. Implicit Corrective Feedback and Grammar Accuracy in Flipped and Non-Flipped Classes
سنور اسمعیلی نسرین حدیدی کریم صادقی زهره سیفوریThis study investigated the effects of corrective feedback (CF) and the Flipped Teaching Model (FTM) on English language learners’ overall and categorical grammar accuracy. The study was conducted at Payame-Nour University (PNU) of Mahabad, Iran. A total of 80 Ira أکثرThis study investigated the effects of corrective feedback (CF) and the Flipped Teaching Model (FTM) on English language learners’ overall and categorical grammar accuracy. The study was conducted at Payame-Nour University (PNU) of Mahabad, Iran. A total of 80 Iranian EFL learners participated in the study. The participants were randomly assigned into two flipped and two non-flipped groups of 20: one in each pair of groups receiving explicit and the other implicit CF. Data were collected across two time periods (pre-intervention and post-intervention). Two measures of Multivariate Analysis of Covariance (MANCOVA) were conducted. The results revealed no significant differences in the effect of CF type in the flipped classes, and both led to the learners’ higher level of overall grammar accuracy. However, the explicit group outperformed the implicit one in the non-flipped classes. Explicit feedback in flipped and non-flipped classes led to the learners’ outperformance in acquiring specific grammatical structures, such as adjective/reduced adjective clauses, but not in others, like comparative/superlative adjectives, gerund/infinitive, word forms, word order, and apposition. These findings have implications for language educators seeking to enhance learners’ grammatical accuracy in both flipped and non-flipped classrooms, particularly in relation to the use of explicit feedback for certain types of grammatical structures. تفاصيل المقالة -
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12 - The Efficacy of the Inclusion of Recast and Prompts Corrective Feedback in Task- based Language Teaching on Iranian EFL Learners' Knowledge of Grammar
نورالدین یوسفی وحید محمدیThis study was an attempt to explore the impacts of recast and prompt as two types of corrective feedback on the development of knowledge of past tense by Iranian pre-intermediate EFL learners. This study followed quasi- experimental design including pre-test, treatment أکثرThis study was an attempt to explore the impacts of recast and prompt as two types of corrective feedback on the development of knowledge of past tense by Iranian pre-intermediate EFL learners. This study followed quasi- experimental design including pre-test, treatment, an immediate post-test, and a delayed post-test procedure. Initially, the pretest data from learners' performance on the Oral Performance Test (OPT) and the Untimed Grammatical Judgment Test (UGJT) was collected. After administering the pretest, the researchers gave the treatment to two experimental groups. Recast corrective feedback was supplied to the first experimental group, prompt corrective feedback was provided to the second experimental group, and no specific corrective feedback was given to the control group. The immediate post-test was given immediately following the delayed post-test, which was performed three weeks later. The findings of the study showed that when it came to their explicit and implicit knowledge of past tense, students who received prompt or recast corrective feedback outperformed those who received no particular corrective feedback. The results also showed that in this area, students in the group receiving prompt corrective feedback still did significantly much better than those in the recast group. The findings of this study may be useful for all stakeholders in the field of education but particularly for language teachers and students. They would benefit language teachers, teacher trainers, and material developers interested in employing task-based approach with feedback in their pedagogical activities. تفاصيل المقالة -
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13 - The Effect of Different Types of Teacher Written Corrective Feedback on Iranian EFL Learners’ Writing Accuracy
مهران داوری بینا سیدحسین کریمیThis research is a quasi-experimental study investigating the effect of different types of teacher Written Corrective Feedback (WCF) on Iranian EFL learners’ writing accuracy in using two functions of English articles (the first mention and anaphoric reference) an أکثرThis research is a quasi-experimental study investigating the effect of different types of teacher Written Corrective Feedback (WCF) on Iranian EFL learners’ writing accuracy in using two functions of English articles (the first mention and anaphoric reference) and simple past tense (regular and irregular). Ninety-four Iranian learners of English were assigned into three experimental groups of direct feedback group (n=24), indirect feedback group (n=24), direct plus indirect feedback group (n=24), and one pilot group (n=22). The participating groups’ homogeneity was checked by their performance in the proficiency test and the pre-test. During six treatment sessions, each of the three groups received feedback type. The papers with attached comments were returned to the participants. On two occasions (pre-test and post-test), the participants completed a picture description task. The results of one-way ANOVA revealed a statistically significant difference in the performance of the three groups. Furthermore, Scheffe post-hoc analysis indicated that the direct group outperformed direct plus indirect group, and direct plus indirect group outperformed the indirect group. تفاصيل المقالة -
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14 - Gender Differences in Students’ and Teachers’ Perceptions of the Role of Grammar Instruction and Corrective Feedback
ساسان بالغی زاده شیرین فیروزبختThis paper explores male and female students' and teachers' perceptions of the role of grammar instruction and corrective feedback. A questionnaire, administered to 60 male and female intermediate EFL students (30 males and 30 females) and 40 teachers (20 males and 20 f أکثرThis paper explores male and female students' and teachers' perceptions of the role of grammar instruction and corrective feedback. A questionnaire, administered to 60 male and female intermediate EFL students (30 males and 30 females) and 40 teachers (20 males and 20 females), elicited student and teacher perceptions concerning the role of explicit grammar instruction and corrective feedback in learning English as a foreign language. Data comparisons revealed high agreement between students as a group and teachers as a group across genders on the majority of questions. A number of discrepancies were evident between students and teachers’ beliefs within each gender. There were also some comparisons of sample groups based on gender differences which examined the effect of formal grammar instruction in foreign language teaching. Although the differences between students' and teachers’ belief system can be a threat to learning, it is essential to mention that teachers’ consideration of students’ perceptions of those factors will improve the process of new language learning, and an effort to consider the potential mismatch between students’ beliefs and teachers’ instructions will enhance learning. تفاصيل المقالة -
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15 - Effects of Recast and Explicit Corrective Feedback on Iranian Test-takers’ Anxiety in Speaking across Proficiency Levels
ثمین سیدابراهیمی فریبا رحیمی مهرداد سپهریThis study investigated the effects of recast and explicit corrective feedback on Iranian IELTS test-takers anxiety in speaking across different levels of proficiency. Ninety male and female learners, aged 21 to 45, who were preparing themselves to take the IELTS Mock t أکثرThis study investigated the effects of recast and explicit corrective feedback on Iranian IELTS test-takers anxiety in speaking across different levels of proficiency. Ninety male and female learners, aged 21 to 45, who were preparing themselves to take the IELTS Mock test, were divided into upper-intermediate and advanced levels. Then, they were randomly assigned to control and experimental groups (recast and explicit correction). There were 10 treatment sessions for each group. In the recast group, the students’ mistakes were corrected using reformulation. In the explicit correction group, mistakes were not tolerated, and they were corrected on the spot. In order to measure the anxiety in speaking performance, Chowdhury’s (2014) questionnaire was given to the participants once before the treatment and once after the treatment. Then, the score of each learner was calculated and recorded for the data analysis. The results showed that there was no statistically significant difference between the control and explicit corrective group and the control and recast groups at the upper-intermediate level. However, there was a statistically significant difference between the control and recast groups and the control and explicit group at the advanced levels. تفاصيل المقالة -
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16 - Iranian EFL High School Students’ Perceptions Regarding Written Grammar Feedback
Mina JodaieThis paper reports on a study thatinvestigated Iranian EFL high school students’ perceptions of written grammar feedback to specify their reasons for preferring comprehensive or selective feedback and choosing some feedback strategies. A questionnaire was administ أکثرThis paper reports on a study thatinvestigated Iranian EFL high school students’ perceptions of written grammar feedback to specify their reasons for preferring comprehensive or selective feedback and choosing some feedback strategies. A questionnaire was administered to 100 EFL intermediate high school students who were selected based on their scores on a proficiency test. Moreover, semi-structured interviews were conducted with 10 of them.The results showed that the students had a strong desire for receiving written grammar feedback and favored direct feedback comprehensively on each draft. However, the correction of errors in word and verb categories was more important to them than that of other grammatical errors. They also had common evaluations of written corrective feedback strategies. The findings of this study have some implications for EFL writing instruction. تفاصيل المقالة -
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17 - On the Differential Effects of Computer-Mediated and Metalinguistic Corrective Feedback on Iranian EFL Learners’ Writing Accuracy
میر ایوب طباطبایی کامه خاصه خان نگین قویدل نیا صمد رمزیThe present study investigated differential effect of two types of feedback namely, computer-mediated and metalinguistic, on Iranian EFL learners’ writing accuracy. To this end, based on Nelson Proficiency Test (300 A), 69 Iranian advanced EFL learners, including أکثرThe present study investigated differential effect of two types of feedback namely, computer-mediated and metalinguistic, on Iranian EFL learners’ writing accuracy. To this end, based on Nelson Proficiency Test (300 A), 69 Iranian advanced EFL learners, including 45 males and 24 females, aged between 17 and 24, learning English in language institutes in Salmas, were selected randomly out of the total population of 121 EFL learners and then divided into three groups. The participants in the two experimental groups received metalinguistic and computer-mediated feedback separately while those in the control group received no feedback. The analyses of the results obtained through a pre-test and a post-test indicated that both feedback types significantly influenced learners’ writing accuracy. However, analysis of the participants’ performances on the post-test demonstrated that metalinguistic group outperformed computer-mediated one. Thus, the effect of metalinguistic feedback was more than that of computer-mediated feedback. In addition, both of them were more influential than no-feedback instruction. The findings of the present study can be fruitful for syllabus designers and EFL teachers. تفاصيل المقالة -
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18 - The Impact of Recasts on the Syntactic Accuracy of Iranian EFL University Students’ Oral Discourse
پرویز مفتون شعله کلاهیAmong the major issues raised by classroom SLA researchers is the debate on the degree to which teacher’s or learner’s attention should be directed to linguistic features. However, one of the relevant variables in corrective feedback studies which seem to be أکثرAmong the major issues raised by classroom SLA researchers is the debate on the degree to which teacher’s or learner’s attention should be directed to linguistic features. However, one of the relevant variables in corrective feedback studies which seem to be less operationalized is the differential impact of different types of feedback on the accuracy of the oral performance of the participants. The merits of recasts as one type of feedback commonly used in the classroom have turned to be a controversial issue. The present study examined the impact of recasts in comparison to no-recast on the syntactic accuracy of Iranian EFL university students’ oral discourse. One hundred and nine male and female students majoring in English Language Translation at Islamic Azad University (Central Tehran Branch) took part in the study. The participants were attending the listening and speaking classes. Ten sessions were devoted to the treatment of the experimental group (n=54) who received recasts as feedback to syntactic errors. The control group (n=55), received no recast. A posttest was administered in the 12th session. The teachers introduced a topic and the participants were required to talk about it in 60 seconds. A total of 6540 seconds of the participants’ oral performance were observed and recorded. Analysis of individual participants’ oral data revealed that the recast group outperformed the no-recast group. In other words, recasts were effective in reducing the frequency of syntactic errors of participants’ oral discourse. تفاصيل المقالة -
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19 - Investigating the Impacts of Teacher Metalinguistic Feedback vs. Collaborative Peer Feedback on Iranian EFL Learners’ Writing Performance
مهران معماری بیتا اسدیCorrective feedback refers to a teacher or student’s reaction to a learner’s target language production containing an actual or perceived error. The last three decades have witnessed a large amount of research on the impacts of various types of corrective fe أکثرCorrective feedback refers to a teacher or student’s reaction to a learner’s target language production containing an actual or perceived error. The last three decades have witnessed a large amount of research on the impacts of various types of corrective feedback on students’ written production. Along the same vein, the present study seeks to explore the effectiveness of providing teachers’ metalinguistic feedback vs. peers’ collaborative feedback on students’ writing performance. In so doing, the present study adopted a pretest-posttest quasi-experimental design including three upper-intermediate groups (i.e., two experimental and one control). The participants of the study were a total of 62 English as a foreign language (EFL) freshman students from two public universities in Tehran, Iran. The writing tasks utilized in the present study were adopted from IELTS writing Task 2. The results of one-way between groups analysis of variance (ANOVA) revealed that students produced significantly more lexically diverse as well as grammatically accurate language as a result of both treatments. Moreover, it was observed that collaborative peer feedback led to significantly higher lexical diversity than those of other two groups. The findings of the present study suggest that L2 teachers can opt for a combination of corrective feedback strategies to help learners improve their writing performance. تفاصيل المقالة -
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20 - Iranian EFL Teachers' Perception of Formulaic-Oriented Witten Corrective Feedback Practices
Zahra Hardani Naeeme Zade Javad Gholami Mehdi SarkhoshAlthough there is an increasing amount of research examining the efficacy of Witten Corrective Feedback (WCF) in enhancing the grammatical accuracy of EFL learners, only a few studies have explored the perspectives of EFL teachers regarding Formulaic-oriented Witten Cor أکثرAlthough there is an increasing amount of research examining the efficacy of Witten Corrective Feedback (WCF) in enhancing the grammatical accuracy of EFL learners, only a few studies have explored the perspectives of EFL teachers regarding Formulaic-oriented Witten Corrective Feedback (FWCF) in EFL settings. Using a mixed-method approach, this interpretive exploratory study sought to understand the attitudes of Iranian EFL teachers toward FWCF. The analyses were based on quantitative data from a 13-item anonymous bespoke online survey, qualitative data from semi-structured interviews, and an open-ended question at the end of the survey. EFL teachers (n =137) responded to the online survey, and 7 participants participated in semi-structured interviews. The findings indicated that female teachers' favorable opinions about the effectiveness of WCF for improving EFL learners' writing performance resulted from their belief that the learners' capacity to use more formal and courteous language in their writing assignments was positively impacted by using these formulaic sequences. Moreover, the findings demonstrated that EFL teachers preferred direct WCF methods over indirect tactics. The most essential component that affected teachers' practices in the classroom was training designed to change their perspective of the valuelessness of WCF. The teachers' lack of satisfactory understanding of formulaic sequences stemmed from their lack of information. In addition, teachers' hesitancy to use them in the lower proficiency levels emanated from their misconceptions of their uselessness in the language learners' writing tasks. تفاصيل المقالة -
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21 - EFL Teachers’ Corrective Feedback and Students’ Revision in a Peruvian University: A descriptive study
Maria Lourdes Lira Gonzales Martha Lira de Tejeda Janna Tolentino Krous Dora VasquezThis study explored the EFL teachers’ written corrective feedback (CF) techniques and their EFL students’ ability to integrate the CF while revising their texts. A total of 72 EFL students and 4 EFL teachers participated in this study. The data were collecte أکثرThis study explored the EFL teachers’ written corrective feedback (CF) techniques and their EFL students’ ability to integrate the CF while revising their texts. A total of 72 EFL students and 4 EFL teachers participated in this study. The data were collected through explicitation interviews administered to teachers and students, as well as through students’ written productions. A content analysis was carried out employing three pre-established categories: types of students’ errors (Guénette & Lyster, 2013), types of teachers’ feedback (Guénette, 2010), and types of students’ revisions (Ferris, 2006). Results showed that error identification with error code was the most frequent type of written CF used by the two teachers in the pre intermediate groups and one of the teachers in the upper intermediate group; whereas, the other teacher in the upper intermediate group used mainly direct error correction without comment when providing feedback. In addition, results showed that although students from different levels undertook revisions of their errors in different ways, most were ultimately able to correct their errors. تفاصيل المقالة -
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22 - Impact of Recasts and Prompts on the Learning of English Third Person Singular Marker by Persian Learners of English
Ali Akbar Jafarpour Mahmood HashemianBased on the controversial beliefs among L2 teachers about effective corrective feedback (CF) strategies, recast and prompts as 2 kinds of CF have drawn the attention of L2 researchers(e.g., Braidi, 2002; Iwashita, 2003; Loewen & Philp, 2006; Panova & Lyster, 20 أکثرBased on the controversial beliefs among L2 teachers about effective corrective feedback (CF) strategies, recast and prompts as 2 kinds of CF have drawn the attention of L2 researchers(e.g., Braidi, 2002; Iwashita, 2003; Loewen & Philp, 2006; Panova & Lyster, 2002; Sheen, 2004). Despite these numbers of studies, debate continues to exist about their usefulness as a CF technique. Whereas recasts provide a correct reformulation of L2 learners’ nontarget utterance, the other alternative type of feedback in L2 classroom settings is referred to as prompts (Lyster, 2004) because they provide signals that prompt L2 learners to self-repair rather than provide them with a correct reformulation of their nontarget utterance. Hence, the focus of this study was to examine the effect of recasts in comparison to prompts on the learning of English third person singular marker “s” by Iranian preintermediate L2 learners. Two CF techniques of recasts and prompts were utilized in 2 experimental groups in response to their errors in using the correct form of the verb for third person singular subject. In the third group as the control group, No-CF was provided by the L2 teacher. The results revealed that the Prompts Group had outperformed the Recast Group and No-CF Group. Thus, it could be concluded that prompts as a CF strategy led to more gains than CF that provided the L2 learners with the correct form (recast) than No-CF. تفاصيل المقالة -
حرية الوصول المقاله
23 - The Impact of Indirect Focused and Unfocused Corrective Feedback on Written Accuracy
Malihe Salami Mohammad Raouf MoiniUsually writing teachers feel commitment to provide their learners with corrective feedback (CF) to their linguistic errors. The study investigated whether two types of written corrective feedback, indirect focused corrective feedback and indirect unfocused corrective f أکثرUsually writing teachers feel commitment to provide their learners with corrective feedback (CF) to their linguistic errors. The study investigated whether two types of written corrective feedback, indirect focused corrective feedback and indirect unfocused corrective feedback, produced differential effects on the accurate use of grammatical forms by high intermediate EFL learners. In this study, 54 female EFL learners formed two experimental groups and one control group. One experimental group received indirect focused written CF, and the other experimental group received indirect unfocused written CF for six weeks. The control group, nevertheless, received no particular feedback within this period. Results of performing ANOVA with post-hoc tests revealed the accuracy development of both experimental groups. However, unfocused group achieved the highest accuracy gain scores for simple past tense forms (copula past tense, regular past tense and irregular past tense) subject-verb agreement, articles, and prepositions. It was further found that unfocused feedback can contribute to grammatical accuracy but its long-term effectiveness is not quite as significant as its short-term effectiveness. The study also suggested that unfocused written CF reflects better teacher’s objective as it views writing correction as a whole rather than as a way of practicing grammar. تفاصيل المقالة -
حرية الوصول المقاله
24 - Effects of Written Corrective Feedback With/Without Revision on Perception of Past/Present Perfect Tenses
Shahyad Mohammadnia-Afruzi Mehdi Vaez-Dalili Bahram HadianThis study was an attempt to examine the effects of direct (DCF), indirect (ICF) and metalinguistic (MCF) written corrective feedback and the types of responses (i.e. + /– revision) on the perception of present/past perfect tenses by Iranian intermediate EFL learn أکثرThis study was an attempt to examine the effects of direct (DCF), indirect (ICF) and metalinguistic (MCF) written corrective feedback and the types of responses (i.e. + /– revision) on the perception of present/past perfect tenses by Iranian intermediate EFL learners. A pretest-posttest design was utilized to conduct the study with 210 intermediate EFL learners who were randomly selected based on their scores on Oxford Quick Placement Test (OQPT). They were assigned to 7 groups, each including 30 participants: DCF+ Revision, DCF – Revision, ICF + Revision, and ICF – Revision, MCF + Revision, and MCF – Revision, and a control group. All students were asked to take a multiple-choice test (i.e. perception test) as a pretest and a posttest. After administering the pretest and imparting the relevant treatment, the posttest was administered. Results indicated that all experimental groups improved their knowledge of past/present perfect tenses from the pretest to the posttest, the ‘DCF + Revision’ group outperformed all other groups, all of the groups doing revision (i.e. DCF / ICF / MCF + Revision) outperformed their counterparts without revision (i.e. DCF / ICF/ MCF – Revision), and the only groups whose scores were not significantly different were the ‘ICF + Revision’, ‘DCF – Revision’, and ‘MCF – Revision’ groups. The findings provide insights into new ways of helping students to improve their L2 writing skills in general and specifically teaching grammatical structures through effective combinations of written corrective feedback and follow-up revision. تفاصيل المقالة -
حرية الوصول المقاله
25 - Effect of Oral Corrective Feedback on Iranian EFL Learners’ Phonological Uptake and Retention
Amin Naeimi Mahnaz Saeidi Biook BehnamThis study investigates the effect of four types of oral corrective feedback, namely, explicit elicitation, implicit elicitation, explicit recast and implicit recast on the most commonly mispronounced phonological features among Iranian EFL learners through immediate up أکثرThis study investigates the effect of four types of oral corrective feedback, namely, explicit elicitation, implicit elicitation, explicit recast and implicit recast on the most commonly mispronounced phonological features among Iranian EFL learners through immediate uptake and retention. Five classes were randomly categorized into four experimental groups and one control group, each with 18 intermediate-level male learners. The treatment was conducted in the form of a retelling task in nine sessions. During the feedback sessions, the learners’ uptake was recorded. The learners’ retention was also perused in one immediate and one delayed post-test. The results revealed that those learners who received explicit recast obtained the highest score in terms of correct uptake, and that the groups performed differently across different time periods. The learners’ scores enhanced over time; however, the increase then leveled off and even dropped in the delayed post-test in all the experimental groups except for the group which received explicit elicitation, apparently leading to more retention of the target phonological features. The study offers insights to teachers regarding the effect of recast and elicitation in their explicit and implicit form on L2 pronunciation. تفاصيل المقالة -
حرية الوصول المقاله
26 - Impact of Prompts as Corrective Feedback Strategy on Teaching /θ/ and /ð/ among Iranian Intermediate EFL Learners
Maryam Karami Laya Heidari DaraniThis study investigated the effects of prompts as corrective feedback strategy on teaching /θ/ and /ð/ sounds to Iranian EFL learners. To achieve this objective, after 30 students studying English at a language institute took a placement test, the intermediate أکثرThis study investigated the effects of prompts as corrective feedback strategy on teaching /θ/ and /ð/ sounds to Iranian EFL learners. To achieve this objective, after 30 students studying English at a language institute took a placement test, the intermediate-level students were selected based on their scores on this test. They were randomly assigned to one experimental group and one control group. The experimental group was instructed these two sounds giving prompts as corrective feedback, while the control group received no feedback. In this experimental study, two teacher-made tests on sounds /θ/ and /ð/ were administered to the participants before and after the treatment. After collecting the data and confirming normality of them; through employing two independent-samples t tests and two paired-samples t tests, the collected data were analyzed. The results indicated that language learners in the experimental group did not significantly outperform in the posttest; thus, it can be concluded that prompts were not an effective feedback in teaching these two sounds to Iranian intermediate EFL learners. Findings of the present study can help language teachers and teacher trainers in teaching these complex sounds to Iranian EFL learners تفاصيل المقالة -
حرية الوصول المقاله
27 - The Effect of Focused Corrective Feedback and Attitude on Grammatical Accuracy: A Study of Iranian EFL Learners
Mahdieh Zohdi Rad Narjes GhafourniaAbstract The study aimed at investigating the efficacy of written corrective feedback (CF) in improving Iranian EFL learners’ grammatical accuracy. It compared the effects of focused and unfocused written CF on the learners’ grammatical accuracy. 75 EFL stud أکثرAbstract The study aimed at investigating the efficacy of written corrective feedback (CF) in improving Iranian EFL learners’ grammatical accuracy. It compared the effects of focused and unfocused written CF on the learners’ grammatical accuracy. 75 EFL students formed a one control and two experimental groups. The focused feedback group was provided with error correction in tenses. The unfocused feedback group was provided with error correction in tense, articles, spelling, pronouns, vocabulary, and prepositions. The results indicated a significant improvement in accuracy for the two experimental groups from pretest to posttest. The outcomes demonstrated that giving written CF was effective, which enhanced learners' grammatical accuracy, and that focused and unfocused written CF were not of differential significant effect in such manner. The results on the construct of the attitudinal questionnaire indicated learners’ preference in two experimental groups for the interactional activities, error correction, and the different type of CF techniques. The mean scores on each content area of the questionnaire suggested that learners in the focused group scored higher than the other groups in their attitudes toward the errors to be corrected. تفاصيل المقالة -
حرية الوصول المقاله
28 - Effect of Corrective Feedback on the Acquisition of English Prepositions of Movement and Place in Third-grade High School EFL Learners'''' Grammar Performance
Farzaneh Mir khatere GhornaviThis study investigated the effects of corrective feedback (CF) on the acquisition of English prepositions to find out which one would be more effective for third-grade high school learners in their grammar performance. This study also examined declarative and interroga أکثرThis study investigated the effects of corrective feedback (CF) on the acquisition of English prepositions to find out which one would be more effective for third-grade high school learners in their grammar performance. This study also examined declarative and interrogative recasts to see which one the participants preferred to improve their grammar performance. To this end,75 out of 130 female students at the intermediate level in Khorramshar took part in this study. The participants were randomly assigned into one control and two experimental groups. All three groups took the same pre and posttests; however, the treatment was different. The recast group received CF in the form of recast and the other in the form of metalinguistic clues. The control group only received general comments, like good, bad, etc. The results indicated that both experimental groups improved in preposition recognition and production in their grammar performances. The findings also showed that there was no significant difference between the students'' performance in experimental groups, but metalinguistic CF was more helpful. A careful calculation using a questionnaire based on 5-points Likert Scale showed that there was no significant difference between the participants'' preference for two types of recast by the group receiving recasts. تفاصيل المقالة -
حرية الوصول المقاله
29 - The Effect of Scaffolded Written Corrective Feedback on Iranian EFL Learners’ Writing Quality: An Activity Theory Perspective
Ehsan Abbaspour Mahmood Reza Atai Parviz MaftoonWith the latest paradigm shift in SLA from Cognitivism to Sociocultural Theory (SCT), more studies are carried out to investigate the efficacy of Written Corrective Feedback (WCF) through a social and cultural lens. A more recent offspring of SCT is Activity Theory whic أکثرWith the latest paradigm shift in SLA from Cognitivism to Sociocultural Theory (SCT), more studies are carried out to investigate the efficacy of Written Corrective Feedback (WCF) through a social and cultural lens. A more recent offspring of SCT is Activity Theory which provides an explanatory framework for scrutinizing an activity in a social setting. The present study aimed at investigating the impact of Scaffolded WCF within the framework of Activity Theory on Iranian EFL learners’ writing performance in terms of reduction of the learners’ writing errors with respect to the content, vocabulary, mechanics, organization, and grammar. Finally, different types of Activity Theory-based strategic mediations (i.e. artifact, rule, community, and role mediations) Iranian EFL learners employed in their writing revisions were investigated. Accordingly, 25 Iranian university-level students, through convenient sampling, were chosen to participate in the study. The treatment they received on their writings was a graduated Scaffolding WCF in their Zone of Proximal Development in the form of both peer and teacher feedback. The findings indicated that Scaffolded WCF statistically significantly contributed to the participants’ writing performance in terms of content, vocabulary, mechanics, organization, and grammar. With respect to the mediation strategies used by the learners, it was discovered that the learners benefitted from all the available mediators although with various degrees. It is hoped that the findings of this study will promise implications for promoting a teacher/learner-friendly method of providing WCF based on SCT, which can be utilized in large classes typical of Iranian EFL university courses. تفاصيل المقالة -
حرية الوصول المقاله
30 - Effects of Receiving Corrective Feedback through Online Chats and Class Discussions on Iranian EFL Learners' Writing Quality
Sahar Farrahi Avval Hassan Asadollahfam Bahram BehinGiving corrective feedback (CF) is an essential part of the teaching and learning process, and the way it should beneficially be done has been the focus of attention for numerous researchers especially when traditional ways of CF provision are not possible, particularly أکثرGiving corrective feedback (CF) is an essential part of the teaching and learning process, and the way it should beneficially be done has been the focus of attention for numerous researchers especially when traditional ways of CF provision are not possible, particularly in rare situations such as outbreaks of diseases. This study investigated how different ways of giving feedback; namely, through online chats and class discussions can help language learners in benefitting from their instructors’ CF provision. To this purpose, the effects of two ways of feedback provision were tested on the participants writing quality. Three hundred and seventeen Iranian EFL learners took a TOEFL test, 132 of them (53 males and 79 females) scoring between 477 and 510 were asked to deliver a 200-word writing task. Then, they were randomly put into 4 experimental and control groups to undergo different treatments, i.e. receiving CF through online chats and class discussions for 10 one-hour sessions. After the treatment, they were required to deliver another 200-word piece of writing. The results of statistical data analysis showed that the writing quality of the participants receiving CF through online chats was significantly higher than that of those who received CF through class discussions. The findings of this research have practical implications for Iranian educational system to update its instructional methods and for the nature of teaching and learning processes and practices. تفاصيل المقالة -
حرية الوصول المقاله
31 - Developing a conceptual model of effective factors in corrective feedback used among english language learners
Mohammad Rahimi shahram Afraz Amin KarimniaThe purpose of this study is to develop a conceptual model of effective factors in corrective feedback among English language learners. This research has a mixed, exploratory and inductive method. The statistical population of this study includes all university teachers أکثرThe purpose of this study is to develop a conceptual model of effective factors in corrective feedback among English language learners. This research has a mixed, exploratory and inductive method. The statistical population of this study includes all university teachers and English language teachers in Lamerd who have been selected by chain reference method. In the qualitative Phase, the sampling method was purposeful and snowball sampling. And from these teachers, 14 people were purposefully and snowball selected, answered the questionnaire through semi-structured interviews. Also, in the second part of this research, after obtaining the conceptual model of the research, sampling was performed using the Cochran's formula including 384 people in terms of Google Form. The interview questions were entered in MAXQDA 2018 software and analyzed. The conceptual model of the research was then fitted by IBM Amos 24 software. The results also showed that structural rules and types of errors, teacher-related factors, learners-related factors, environmental and educational factors affect correctional feedback by 0.71, 0.87, 0.74 and 0.69, respectively. تفاصيل المقالة -
حرية الوصول المقاله
32 - The Impact of Dynamic Written Corrective Feedback on the Accuracy of English Passive Voice Usage in Foreign Language Narrative Writing
Victoria Sayad Deghatkar Mohammad Reza Khodareza Valeh ValipourThe present study aimed to assess the effectiveness of dynamic written corrective feedback (WCF) in helping students to write better narrative essays. In fact, this study investigated the effect of dynamic WCF on writing abilities such as accuracy, fluency and complexit أکثرThe present study aimed to assess the effectiveness of dynamic written corrective feedback (WCF) in helping students to write better narrative essays. In fact, this study investigated the effect of dynamic WCF on writing abilities such as accuracy, fluency and complexity. Fifty four students from intermediate level from two classes in Iranian Academic center of Education, Culture, and Research (ACECR)-Guilan Branch were selected for the study. The subjects were being prepared for the IELTS exam. They were assigned to two treatment groups, first an experimental group that received dynamic WCF, and second a control group that did not receive dynamic WCF approach but they were taught based on traditional approach. Each group was given eight forty-minute sessions of treatment time. The subjects were tested before treatment, and also after the treatment. In order to answer the research questions, independent t-tests were run and it indicated that dynamic WCF affected students` performance on writing accuracy and grammar instruction, fluency and complexity more. تفاصيل المقالة -
حرية الوصول المقاله
33 - The Role of Explicit Corrective Feedback Timing in Second Language Structure Accuracy
سوری سلاجقه علی اکبر خومیجانی فراهانی حسن شهابیThis study examined the effects of explicit metalinguistic corrective feedback on the accurate use of English regular past tense structure. The main purpose was to investigate whether the immediate provision of metalinguistic feedback after writing task completion or it أکثرThis study examined the effects of explicit metalinguistic corrective feedback on the accurate use of English regular past tense structure. The main purpose was to investigate whether the immediate provision of metalinguistic feedback after writing task completion or its delayed provision after two days in the next classroom session could differentially impact the structure accuracy. One-hundred and five Iranian English as a foreign language (EFL) learners agreed to take part in this study and were assigned into three conditions: immediate metalinguistic feedback, delayed metalinguistic feedback, and control condition without any feedback. A repeated-measures ANCOVA was used to provide answers to the research question. Results revealed the superiority of the delayed metalinguistic feedback over both the immediate feedback and control conditions in the immediate post-test. And, in the delayed post-test, the immediate metalinguistic feedback outperformed the other groups. The implications of these findings and suggestions for further research are further discussed. تفاصيل المقالة -
حرية الوصول المقاله
34 - Investigating the Effect of Implicit and Explicit Oral Corrective Feedback on Iranian EFL Learners’ Speaking Ability: The Interactive Role of Self-Regulation Strategy
نادیا قرنی حامد ضرابی نیما یمرلیThis 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 res أکثرThis 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. تفاصيل المقالة -
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35 - Corrective Feedback and the Speaking Ability of Introvert and Extrovert Iranian English Language Learners
Atousa Ebrahimi Davood Mashhadi Heidar Mohammad Reza KhodarezaCorrective 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, أکثرCorrective 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. تفاصيل المقالة -
حرية الوصول المقاله
36 - Impact of Written Corrective Feedback via Dynamic Assessment on Iranian EFL Learners’ Writing: Micro and Macro Levels
Mohammad Reza Rafizade Tafti Fariba Rahimi Sajad ShafieeThe present study aimed to assess the effects of written corrective feedback (WCF) on Iranian EFL learners' writing at the macro (i.e., rhetorical organization, task response, cohesion, and coherence) and micro levels (i.e., lexical resource, punctuation, grammatical ra أکثرThe present study aimed to assess the effects of written corrective feedback (WCF) on Iranian EFL learners' writing at the macro (i.e., rhetorical organization, task response, cohesion, and coherence) and micro levels (i.e., lexical resource, punctuation, grammatical range, and accuracy) with a dynamic assessment approach in focus. To this end, the Oxford Quick Placement Test was administered to 150 male and female Iranian EFL learners, of whom 80 homogeneous intermediate learners were selected and assigned to an experimental group and a control group. The two groups received WCF in the sense that the teacher provided symbols such as WW for the wrong word, SP for spelling, T for tense, WO for word order, etc. while marking their written productions. The difference was that the experimental group experienced dynamic assessment of L2 writing during the term (in which the teacher taught and tested the learners in an ongoing fashion and provided prompts, hints, support, and encouragement every session), whereas the participants in the control group experienced a conventional class, devoid of an ongoing dynamic assessment component. At the end of the treatment, the collected data were statistically analyzed. The results showed that although the experimental group significantly outpaced the control group regarding the micro-levels of writing, no substantial difference was detected between the macro levels of writing in both groups. It was, thus, concluded that written corrective feedback along with the dynamic assessment can significantly improve the writing of the students at micro-levels. تفاصيل المقالة -
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37 - Effects of Scaffolded and Explicit Feedback on Iranian EFL Learners' Use of Articles in Oral Productions
Lotfollah Samaee احسان رسایی محمد بوالیThis 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, Ira أکثرThis 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. تفاصيل المقالة -
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38 - Exploring the Role of Occurring Errors Distribution in the Distribution of Corrective Feedback Targets
Servat ShirkhaniThis study attempted to compare corrected linguistic errors in foreign language classrooms and all errors occurring in these classes to see which types of errors are more attended to by teachers in relation to their occurrence in classes. For this purpose, 69 hours of t أکثرThis study attempted to compare corrected linguistic errors in foreign language classrooms and all errors occurring in these classes to see which types of errors are more attended to by teachers in relation to their occurrence in classes. For this purpose, 69 hours of the classes of 34 teachers teaching in different language schools were recorded and the errors corrected by these teachers were identified and categorized into phonological, lexical, and grammatical types. The results of the Kruskal-Wallis and Mann-Whitney tests indicated that the number of phonological errors being corrected was significantly higher than that of lexical errors. However, the results of similar analyses for the proportions of treated errors to occurring errors revealed that the differences among the three proportions were not significant, indicating that the three error types were addressed in accordance with the frequency with which they occurred in the classrooms. The findings can justify the differences in the findings of the studies on the comparison of error types being noticed by teachers and can have implications for future studies on the comparison of corrective feedback targets. تفاصيل المقالة -
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39 - Exploring Language Learners’ Perceptions of Explicit Corrections and Scaffolded Corrective Feedback in the Use of Articles in Oral Productions
Lotfollah Samaee احسان رسایی محمد بوالیThe present study explores Iranian EFL learners’ perceptions of two types of corrective feedback, i.e., explicit and scaffolded feedback in oral productions. To this end, 30 female EFL learners selected through convenience sampling from two intact classes at a lan أکثرThe present study explores Iranian EFL learners’ perceptions of two types of corrective feedback, i.e., explicit and scaffolded feedback in oral productions. To this end, 30 female EFL learners selected through convenience sampling from two intact classes at a language school in Behbahan, Iran, were randomly assigned into two explicit and scaffolded feedback groups. The participants were all junior and senior high school students aged 15 to 20 at the intermediate level. A qualitative approach in the form of a series of semi-structured interviews was adopted to deeply explore the language learners’ perceptions of the corrective feedback types in question. The findings of the interviews demonstrated that half of the language learners in the explicit group set great store by explicit corrective feedback, while the other half were less favourably disposed toward explicit feedback. Likewise, a significant number of language learners in both groups found the teacher’s corrective feedback distracting. However, the overwhelming majority of the language learners in the scaffolded group viewed scaffolded corrective feedback as beneficial. The implications of the findings are also elucidated. تفاصيل المقالة -
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40 - The Effect of Focused Written Corrective Feedback on High/Low Self-Regulated EFL Learners’ English Writing Ability
Maryam Taheri Davood Mashhadi HeidarThe present study aimed to explore whether focused written corrective feedback has any significant effect on improving undergraduate university students’ paragraph writing ability; if so, the study fur- ther sought to demonstrate whether this effect differs within أکثرThe present study aimed to explore whether focused written corrective feedback has any significant effect on improving undergraduate university students’ paragraph writing ability; if so, the study fur- ther sought to demonstrate whether this effect differs within high/low self-regulated learners or not. For the purpose of the study, 60 BA university students were chosen out of 145 learners through the application of a sample Oxford Placement Test (OPT). Subsequently, the participants were randomly assigned into one control and one experimental group. The experimental group was assigned into two groups of high and low self-regulated learners based on Magno’s (2009) Academic Self-regulated Learning Scale (A-SRL-S) questionnaire. The control group received feedback in their writings through the conventional procedure, whereas the experimental group received focused written correc- tive feedback in some selected areas of the grammar. The data analysis revealed that focused written corrective feedback has a significant effect on improving writing ability; in addition, the results showed that high self-regulated learners benefited more from focused written corrective feedback than low self-regulated learners. تفاصيل المقالة -
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41 - The Role of Planned Preemptive and Reactive Focus-on-Form in Developing L2 Learners’ Grammatical Accuracy
Karim Shabani Somayeh HosseinzadehDrawing on the principles of noticing hypothesis, focus on form (FonF) instruction emerged as a mediator between meaning-focused and form-focused approaches to teaching L2 grammar. The present study examines the differential effects of two forms of FonF, that is, planne أکثرDrawing on the principles of noticing hypothesis, focus on form (FonF) instruction emerged as a mediator between meaning-focused and form-focused approaches to teaching L2 grammar. The present study examines the differential effects of two forms of FonF, that is, planned preemptive and reactive FonF on Iranian beginner EFL learners’ grammatical accuracy in written output. Following a quasi-experimental design, 40 beginner learners, including both male and female, were recruited out of 100 based on the results of a proficiency test and then assigned to two experimental groups. One group received planned preemptive feedback on related grammatical items to enable the learners to avoid any errors while the other group received reactive FonF which was implemented by offering explicit corrective feedback on learners’ errors after the occurrence. The results of t data analysis revealed that while both groups underwent a significant change in terms of L2 grammatical accuracy, the planned preemptive group outperformed the reactive group which indicated that (a) presenting language before the task performance could result in enhanced noticing and improved performance and (b) drawing students’ attention to the linguistic elements during meaningful activities presents an additional difficulty of distributing attention over both form and meaning. تفاصيل المقالة -
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42 - Providing Computer-Based Feedback through Grammarly® in Writing Classes
محسن اشرف گنجویی Mohammad Javad Rezai Seyedeh Elham ElhambakhshThis study aimed at evaluating the impact of Grammarly® software as a new technology-based immediate corrective feedback on improving EFL learners’ writing achievements. To this end, 40 sophomore Iranian EFL students from Islamic Azad University, Kerman Branch أکثرThis study aimed at evaluating the impact of Grammarly® software as a new technology-based immediate corrective feedback on improving EFL learners’ writing achievements. To this end, 40 sophomore Iranian EFL students from Islamic Azad University, Kerman Branch, were selected. Before initiating the 15-session treatment, a pretest including 20 questions based on four different variables such as definite and indefinite articles, punctuations, passive voice, and correct spelling was administered. The participants were randomly divided into control and experimental groups. At the end of the treatment and based on the principles of noticing hypothesis, a posttest was administered to evaluate the impact of each intervention on the final writing skill in each group. Employing the independent samples t-test, the data analysis revealed that there was a significant relationship between the use of Grammarly® software and learners’ writing achievement in each of the four writing skills variables. The experimental group outperformed the control group. In addition, the results indicated that utilizing Grammarly® software had a positive effect on EFL learners’ attitudes. The pedagogical implications of this study are that both teachers and students should learn to employ different technology-based applications to improve language learning. تفاصيل المقالة -
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43 - The Impact of Computerized Dynamic Assessment on Iranian EFL Learners’ Pronunciation: The Moderating Role of Digitalized Feedback
Hossein Kargar Behbahani Ehsan Namaziandost Malihe YarAhmadiWe explored Computerized Dynamic Assessment's (CDA) effect on Iranian English as a Foreign Language (EFL) learners' pronunciation skills, with a focus on the moderating role of Digitalized Corrective Feedback (CF). Three intact classes from a language institute in Shira أکثرWe explored Computerized Dynamic Assessment's (CDA) effect on Iranian English as a Foreign Language (EFL) learners' pronunciation skills, with a focus on the moderating role of Digitalized Corrective Feedback (CF). Three intact classes from a language institute in Shiraz, Iran, totaling 60 lower-intermediate EFL learners, were assigned randomly to control and experimental groups. The treatment conditions received either CDA-only or CDA-plus Digitalized CF interventions, while the control group received traditional online instruction without mediation. Pretest and posttest assessments were conducted using a teacher-made pronunciation test. Results revealed significant improvements in pronunciation skills among learners in the experimental groups compared to the control group. Particularly, the CDA-only group demonstrated notable enhancements in pronunciation accuracy, while the CDA-plus CF group exhibited even greater improvements. The integration of Digitalized CF with CDA proved particularly effective in providing personalized and targeted feedback, leading to substantial advancements in learners' pronunciation proficiency. These findings underscore the potential of technology-enhanced interventions, such as CDA and Digitalized CF, in enhancing pronunciation instruction and offer valuable insights for language educators, materials developers, syllabus designers, and policymakers. Embracing dynamic assessment practices and integrating technology into language education policies can foster more effective and engaging language learning experiences for EFL learners. تفاصيل المقالة -
حرية الوصول المقاله
44 - Investigating the Nexus of TBLT and Automatic Corrective Feedback: Implications for Second Language Writing
Nafis Hosseinpour Fateme Raeesi Fariba Rahimi EsfehaniTask-based language teaching (TBLT) and Automatic Corrective Feedback (ACF) are two pedagogical approaches that intersect in the realm of language learning and teaching. However, the integration of ACF into TBLT has not been thoroughly investigated, especially in seco أکثرTask-based language teaching (TBLT) and Automatic Corrective Feedback (ACF) are two pedagogical approaches that intersect in the realm of language learning and teaching. However, the integration of ACF into TBLT has not been thoroughly investigated, especially in second language writing. The current study, hence, was an attempt to explore the relationship between TBLT and ACF on the overall quality of L2 writing among a group of Iranian EFL learners. To this end, a number of 120 EFL learners were selected to participate in the study. The participants were subsequently allocated randomly into five groups: two control groups and three experimental groups. A preliminary writing assignment, serving as the pre-test, was administered to all groups. In this task, learners were instructed to rewrite the reading passage from unit 6A of the American File book, which was designated as a descriptive writing task. Subsequently, the participants received the required intervention over three sessions in the experimental groups. The distinctions among the experimental groups pertained to the types of task repetition employed. When needed, the participants sought assistance from Grammarly as an ACF. Participants in the control group did not experience any types of task repletion nor automated corrective feedback. Once the treatment sessions concluded, participants were administered the same pre-test as a post-test to gauge any alterations in the quality of their writing. Data analysis entailed a series of t-tests. Findings indicated that, on the whole, the three writing tasks accompanying ACF impacted the quality of writing among EFL learners similarly. Recommendations for future research were also put forward. تفاصيل المقالة -
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45 - The comparative effect of direct corrective feedback and recast in a critical thinking setting on EFL learners’ reading comprehension
Mehrdad Rezaee Maryam Baghi Elaheh FaramarziThe aim of present study was to explore the comparative effect of direct corrective feedback and recast on EFL learners’ reading comprehension in a critical thinking (CT) context. Sixty female EFL learners were selected from a larger group of 85 learners through conveni أکثرThe aim of present study was to explore the comparative effect of direct corrective feedback and recast on EFL learners’ reading comprehension in a critical thinking (CT) context. Sixty female EFL learners were selected from a larger group of 85 learners through convenience sampling and were given a Preliminary English Test (PET) to assess their proficiency levels. As the next step, the participants formed two random experimental groups. The reading comprehension abilities of both groups were measured before and after the treatment through administration of reading section of two separate versions of PET. Both groups received 12 sessions of the treatment. Two paired samples t-tests were utilized, both of which proved significant improvement for both groups from pretest to posttest. Then, the posttest scores of the two groups using an independent samples t-test were compared. Based on the results, the difference between the two groups turned out to be significant indicating superiority of the effect of the recast. This study can have important implications for the stakeholders in foreign language (FL) education. تفاصيل المقالة -
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46 - Impact of Elicitation and Clarification Request Corrective Feedback on Intermediate Introvert/Extrovert EFL Learners’ Speaking Ability
Atousa Ebrahimi Davood Mashhadi Heidar Mohammad Reza khodarezaThe current research investigates the impact of two types of corrective feedback such as elicitation, and clarification requests - out of five types of corrective feedback - on the speaking abilities of Iranian intermediate EFL learners who are either introverts or extr أکثرThe current research investigates the impact of two types of corrective feedback such as elicitation, and clarification requests - out of five types of corrective feedback - on the speaking abilities of Iranian intermediate EFL learners who are either introverts or extroverts. Participants in the study included 172 intermediate level students in 11 groups: 10 experimental and 1 control groups. They were language learners studying English in The Iran Language Institute in three branches: two branches in Babol, and one in Sari. The tools applied in this quasi-experimental research were: Oxford Placement Test (OPT) to achieve the homogeneity of the groups, speaking section of IELTS as pre-test and post-test and a Learning Style Survey to examine extraversion and introversion. ANCOVA and two-way ANOVA statistics were employed to analyze the data. The findings revealed that the extroverts had better performance in elicitation while the introverts had better performance in clarification corrective feedback. Employing the findings of the study, teachers can create a supportive and inclusive atmosphere that encourages both introverted and extroverted learners to participate and engage in speaking activities. تفاصيل المقالة
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