Impact of Elicitation and Clarification Request Corrective Feedback on Intermediate Introvert/Extrovert EFL Learners’ Speaking Ability
Subject Areas :Atousa Ebrahimi 1 , Davood Mashhadi Heidar 2 , Mohammad Reza khodareza 3
1 - Department of English Language and Literature, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
2 - Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
3 - Assistant Professor of TEFL, Department of English Language, Islamic Azad University, Tonekabon Branch, Tonekabon, Iran.
Keywords: Corrective feedback, Elicitation, Clarification, Learning styles, Introvert/Extrovert, Speaking,
Abstract :
The present study examines the effects of two specific forms of corrective feedback, namely elicitation and explanation requests, out of a total of five types of corrective feedback, on the speaking skills of Iranian intermediate English as a Foreign Language (EFL) learners who fall into the categories of either introverts or extroverts. The study consisted of 172 intermediate-level students divided into 11 groups, with 10 groups assigned to the experimental condition and 1 group assigned to the control condition. The language learners were learning English at The Iran Language Institute, which has three branches: two in Babol and one in Sari. The techniques utilised in this quasi-experimental study were the Oxford Placement Test (OPT) to establish group homogeneity, a speaking component of the International English Language Testing System (IELTS) as both a pre-test and post-test, and a Learning Style Survey to assess extraversion and introversion. The data was analysed using ANCOVA and two-way ANOVA statistics. The results indicated that those with extroverted traits shown superior performance in the process of elicitation, but individuals with introverted traits exhibited greater performance in providing clarification and corrective feedback. By utilising the results of the study, educators can establish a nurturing and all-encompassing environment that motivates both introverted and extroverted students to actively take part in and involve themselves in oral exercises.
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