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حرية الوصول المقاله
1 - 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 -
حرية الوصول المقاله
2 - 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 -
حرية الوصول المقاله
3 - 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 -
حرية الوصول المقاله
4 - 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 -
حرية الوصول المقاله
5 - 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 -
حرية الوصول المقاله
6 - 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
7 - 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
8 - 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
9 - 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
10 - 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
11 - 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 -
حرية الوصول المقاله
12 - 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 -
حرية الوصول المقاله
13 - 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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