فهرس المقالات Written Metalinguistic Feedback

• حرية الوصول المقاله
  • صفحة الملخص
  • نص كامل
  
  1 - Developing Process Writing Ability in Virtual Learning Environment via (Reinforced) Metalinguistic Corrective Feedback
  Maryam Naderi Farsani پرویز علوی نیا Mehdi Sarkhosh
  10.30495/jal.2024.1994785.1518
  The current study was performed to investigate the impact of metalinguistic oral and written corrective feedback on learners’ process writing ability through virtual learning environment. To this aim, a total of 66 Iranian EFL students in Shahrekord University par أکثر

  The current study was performed to investigate the impact of metalinguistic oral and written corrective feedback on learners’ process writing ability through virtual learning environment. To this aim, a total of 66 Iranian EFL students in Shahrekord University participated in the study. To conduct the study, a sample of IELTS expository writing (Writing Task 1) was administered to all participants for homogeneity purposes. Then, each of the two classes was divided into two parts, and each was randomly assigned to one of the four comparison groups (oral metalinguistic feedback, written metalinguistic feedback, oral metalinguistic + error logs, and written metalinguistic + error logs). Next, the writing pretest (a process writing task) was given to participants prior to instruction. The treatment lasted for eight weeks, and then process writing posttest was administered. The results revealed that all groups made progress from pretest to posttest. However, no significant difference was found among the four types of metalinguistic corrective feedback. The implications of the findings are discussed throughout the paper. تفاصيل المقالة
• حرية الوصول المقاله
  • صفحة الملخص
  • نص كامل
  
  2 - The Impact of Gender and Explicit Written Feedback on Learners’ Grammar Performance
  Jafar Izadpanah Firooz Sadighi Leila Akbarpour
  This study aimed at investigating the effect of explicit written feedback under metalinguistic feedback (WMF) on EFL learners’ grammar performance with involving gender factor. To this end, the performance of the male and female learners as a result of written met أکثر

  This study aimed at investigating the effect of explicit written feedback under metalinguistic feedback (WMF) on EFL learners’ grammar performance with involving gender factor. To this end, the performance of the male and female learners as a result of written metalinguistic feedback (explanation) was studied. Sixty homogeneous Iranian EFL male and female high school students were randomly assigned to male and female experimental groups. Afterward, a grammar test was administered to see the effect of the written metalinguistic corrective feedback. This study adopted a pretest-posttest quasi experimental design. The statistical techniques employed to measure such effects were a series of independent paired samples t-tests to analyze the data. The results indicated a significant effect of WMF on the reduction of grammatical errors. Meanwhile, there were no differences between genders in the learners’ performance as a result of written metalinguistic feedback. As for the pedagogical implications, written metalinguistic feedback is suggested as a profitable type of corrective feedback to improve and enhance error correction practices within Iranian EFL context. تفاصيل المقالة