The Effect of Native Language vs. Official Language Feedback on Improving Reading and Writing among Bilingual Students

Subject Areas : Educational Psychology

Ali  Afshari ¹ (. استادیار گروه روانشناسی، دانشگاه مراغه، مراغه، ایران)
Nahid  Sadeghi ² (استادیار گروه روانشناسی، دانشگاه تهران، تهران، ایران)
Reza  Hanareh ³ (کارشناس‌ارشد روانشناسی تربیتی دانشگاه تهران)

Received: 2016-02-06 Accepted : 2016-05-01 Published : 2016-06-21

Keywords: native language feedback, official language feedback, Reading skills, writing skills, bilingual student,

Abstract :

In order to study the effect of native vs. official language feedbacks on bilingual (Kurdish-Persian) students’ reading and writing achievements, 45 (male) fourth grade elementary students of an educational complex in Ushnawieh were chosen through clustered sampling. The students were assigned to three groups; experimental group 1, who received native language feedback (Kurdish), experimental group 2, who received official language feedback (Persian), and control group, who did not receive any feedback. In order to gather the data, a researcher-made test was used. According to the results of univariate covariance (ANCOVA) analysis, native language feedback had a significant effect on the reading and writing skills of the students and there was a significant difference between the first experimental group, who received native language feedback (Kurdish), and the control group, who received no feedback. However, there were no significant differences between the second experimental group, who received official language feedback (Persian), and the control group. This finding indicates that official language feedback (Persian) had little effect on improving reading and writing skills of bilingual (Kurd) students

References:

پورافکاری، نصرت‌الله(1380). فرهنگ جامع روانشناسی- روانیزشکی. انگلیسی- فارسی. تهران. انتشارات فرهنگ معاصر.

حسنی، محمد و احمدی، حسین(1388).ارزشیابی توصیفی: الگویی نو در ارزشیابی تحصیلی. تهران. انتشارات مدرسه.

سپهر، حمید(1383). سواد آموزی و ضرورت توجه به نیازهای کودکان دوزبانه. مجموعه مقالات منتخب همایش آموزش و پرورش: مشکلات و راه حل ها. سنندج. صص 196-209.

سیف، علی‌اکبر(1392). روانشناسی پرورشی نوین: روانشناسی یادگیری و آموزش (چاپ پنجاه و چهارم). تهران. نشر دوران.

صمدی، معصومه(1387). بررسی تأثیر بازخورد نوشتاری معلم در کلاس درس بر خودکارآمدی و حل مساله ریاضی دانش‌آموزان دختر دوره راهنمایی. پژوهشگاه مطالعات آموزش و پرورش. مجله اندیشه‌های نوین تربیتی. زمستان 1387، شماره 4، 153.

عصاره، فریده(1382). بررسی مسائل زبان آموزی کودکان پایه اول مناطق دوزبانه. سازمان پژوهش و برنامه ریزی آموزشی.

عصاره، فریده(1388). پیشنهاد الگویی برای برنامه زبان آموزی پایه اول در مناطق دوزبانه. مجموعه مقالات همایش دو زبانگی و آموزش: چالش ها، چشم اندازها و راهکارها. پژوهشگاه مطالعات آموزش و پرورش.

کریمی، عبدالعظیم(1384). بررسی نتیجه مطالعه بین المللی پیشرفت سواد خواندن پرلز. تهران: فصلنامه تعلیم و تربیت. سال 21. شماره 1. بهار 1384. پژوهشگاه مطالعات آموزش و پرورش.

کلانتری، رضا(1388). بررسی انواع مدل‌های دوزبانه در دنیا و ارائه راهکار برای آموزش دوزبانه در ایران. پژوهشنامه آموزشی.ماهنامه پژوهشی-آموزشی پژوهشگاه مطالعات آموزش و پرورش. شماره 119. اسفندماه 1388.

کلانتری، رضا؛ خدیوی، اسداله؛ فتحی‌آذر، اسکندر و بهنام، بیوک(1390). بررسی روش‌های مناسب آموزش دوزبانه. فصلنامه نوآوری آموزشی. شماره 39. سال دهم. پاییز 1390.

کمالی، بهناز(1388). دو زبانگی: مشکل دانش‌آموزان دوزبانه. خلخال

کوزولین، آلکس(1990). روانشناسی ویگوتسکی: تبیین اندیشه ها( ترجمه بهروز عزبدفتری). تبریز(1381). انتشارات فروزش.

علوی، سیدمحمد و کیوان‌پناه، شیوا(1382). انتظار بازخورد ومیزان موفقیت دانش‌آموزان ایرانی در درس زبان انگلیسی. مجله پژوهش‌های زبان خارجی. شماره 14، 82-67.

مدرس، سولماز(1382). مشکلات خاص دانش‌آموزان دوزبانه ایرانی. مجموعه مقالات اولین نشست علمی و پژوهشی آموزش زبان و ادبیات فارسی، به کوشش دکتر سعید قره‌آغاجلو. پژوهشکده تعلیم و تربیت کاربردی تبریز.

مدرس، سولماز(1388). عامل زبانی و میزان افت تحصیلی دانش‌آموزان دوزبانه. پژوهشگاه مطالعات آموزش و پرورش. ماهنامه پژوهشی- آموزشی. شماره 119.

مناقب، سیداسماعیل؛ زمانی، احمدرضا؛ شمس، بهزاد و فرج‌زادگان، زیبا(1387). بررسی تأثیر آموزش مهارت‌های ارتباطی به شیوه بازخورد ویدئویی بر مهارت‌های ارتباطی اینترنتهای دانشگاه علوم پزشکی اصفهان و مقایسه با گروه شاهد 1384. مجله طب و تزکیه، پاییز و زمستان 1387، شماره 16،15-8.

Baker, C. (2011). Foundations of Bilingual Education and Bilingualism: )5th edition(. Library of congress cataloging in publication data, 79. & Gunn Ltd. USA: McNaughton & Gunn

Benson, C. (2009). Designing effective schooling in multilingual contexts: The strengths and limitation of bilingual models. In A. Mohanty, M. Panda, R. Phillipson, & T. Skutnabb-Kangas, (Eds.).Multilingualeducation for social Justice: Globalising the Local (pp. 60-76). New Delhi: Orient Blakswan.

Berk, L. E, Winsler, A. (1995). Scaffolding children’s learning: Vygotsky and earlychildhood education. Washington, DC, National Association for the Education of Young Children.

Black, P., Harrison, C., Lee, C., & William, D. (2003). Assessment for Learning: Putting It into Practice. New York, NY: Open University Press.

Brown, S. (2004). Assessment for learning. Learning and Teaching in Higher Education, 1, 81-89.

Butler, C., Karpicke, D., & Roediger, L. (2007). The effect of type and timing of feedback on learning from multiple-choice tests.Butler, Andrew C.; Karpicke, Jeffrey D.; Roediger, Henry L., III.Journal of Experimental Psychology, 13(4), 273-281.

Chanock, K. (2000). Comments on essays: Do students understand what tutors write? Teaching in Higher Education, 5(1), 95-105.

Crisp, B. (2007). Is it worth the effort? How feedback influences students subsequent submission of assessable work. Assessment & Evaluation in Higher Education, 32(5), 571-581.

Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. Clevedon, UK: Multilingual Matters.

Doyle, Katherine (2007). The Teacher, the Tasks: Their Role in Students? Mathematical Literacy. In Watson, Jane and Beswick, Kim, Eds. Proceedings 30^th annual conference of the Mathematics Education Research Group of Australasia -Mathematics: Essential Research, Essential Practice (pp. 246-254). Hobart, Tasmania.

Duncan, N. (2007). Feed-forward: improving student’s use of tutor comments, Assessment & Evaluation in Higher Education, 32(3), 271-283.

Dutcher, N. & Tucker, G. R. (1994). The use of first and second languages in education.A review of international experience. Pacific Island Discussion Paper SeriesNo. 1. Washington, DC: World Bank.

 Good, T. L., Brophy, J. E. (1991). Educational psychology: A realistic approach. (4th Ed.).White Plains, NY: Longman

Hargreaves, E. (2001). Assessment for learning in the multi grade classroom. International Journal of Educational Development, 21(6), 553–560.

 Hattie, J. and Timperley. H. (2007). The Power of feedback.Review of Educational Research. 77, 81-112.

Hovens, M. (2002) Bilingual education in West Africa: Does it work? International Journal of Bilingual Education and Bilingualism, 5(5), 249-266.

Juwah, M. D., Matthew, B., Nicol, D., Ross, D. & Smith, B. (2004) Enhancing student learning through effective feedback. The Higher Education Conference, July, Glasgow.  Academy (Generic Centre). The network Centre. Retrieved from: www.heacademy.ac.uk.

Kosonen, K. (2005). Education in local languages: Policy and practice in Southeast Asia. First languages first: Community-based literacy programsfor minority language contexts in Asia. Bangkok: UNESCO.Bangkok.

Lindholm-Leary, K. (2001). Dual language education. Cleve don, UK: Multilingual Matters.

Lindholm-Leary, K. J., & Borsato, G. (2006). Academic achievement. In F. Genesee, K. Lindholm-Leary, W. Saunders, & D. Christian (Eds.), Educating English language learners: A synthesis of research evidence (pp. 176-222). Washington, DC: Center for Applied Linguistics.

Ovando, M. N. (1992). Constructive Feedback: A Key to Successful Teaching and Learning. Supplied by EDRS

Pesco, D., & Crago, M. (2008). Language socialization in Canadian Aboriginal communities. In P.A. Duff & N.H. Hornberger (Eds.) Encyclopedia of language and education (2nd Edition). Language and Socialization, Springer Science.

Ramirez, J. D., Yuen, S. D., & Ramey, D. R. (1991). Longitudinal study of structured English immersion strategy, early-exit and late-exit transitional bilingual education programs for language-minority children. Final report to the U.S. Department of Education. San Mateo, CA: Aguirre International.

Reigel, D. (2005). Positive feedback loops in second language learning. Portland State University.

Spiller, D. (2009). Assessment: Feedback to promote student learning. Teaching Development Unit.WahangaWhakapakariAco. New Zealand.

Sullivan, p., Clarke, D., Clarke, B. & O`shea, H. (2010) Ewploring the relationship between task, teacher actions, and student learning. PNA, 4(4), 133-142.

 

Syahrial, A. (2013). Communication Strategies Used by Young Learners in a Bilingual Classroom. THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan. English Department Faculty of Language and Literature Satyr Wacana Christian University Salagita.

Taras, M. (2003). To feedback or not to feedback in student self-assessment. Assessment and Evaluation in Higher Education, 28(5), 549-565.

Thomas, W. P., & Collier, V. P. (2002). A national study of school effectiveness for language minority students’ long-term academic achievement.George Mason University, CREDE (Center for Research on Education, Diversity & Excellence).

Thorndike, E. L. (1932). The fundamental of learning. New York: Teachers College Press.

UNESCO (2001a). International Conference on Education 46th Session: Final Report. Paris: UNESCO.

UNESCO (2001b). Universal Declaration on Cultural Diversity: Action Plan, Paragraph 8. Paris: UNESC.

UNESCO (2007a). Strong foundations: Early childhood care and education. Paris: Author. Retrieved March 15, 2009 from: http://www.unesco.org/en/ education/efareport/reports/2007-early-childhood/

UNESCO (2007c). Enhancing learning: From access to success. Report of the first experts’ meeting: Defining areas of action. Paris: UNESCO. Retrieved May 15, 2009from:http://unesdoc.unesco.org/images/0015/001556/155642e.pdf

UNESCO (2008a). Education for all: Global monitoring report. Summary. Education for all by 2015. Will we make it? Paris: Author. Retrieved May 15, 2009 from: http://unesdoc.unesco.org/ images/0015/001548/154820e.pdf

UNESCO Bangkok (2005). Advocacy brief on mother tongue-based teaching and education for girls.Bangkok.

Van Kleeck, A. (1994). Potential cultural bias in training parents as conversational partners with their children who have delays in language development. American Journal of Speech-Language Pathology, 3(1), 67-78.

Weaver, M.R. (2006). Do students value feedback? Student perceptions of tutors’ written responses. Assessment& Evaluation in Higher Education, 31(3), 379-394.

Williams, S. E. (1997). Teachers’ written comments and students’ responses: A socially constructed interaction. Paper presented at the annual meeting of the conference on college composition and communication, Phoenix, AZ.

 Wulf, G. (2002).Enhancing the Learning of Sport Skills through External-Focus Feedback.Journalof Motor Behavior, 34(2), 171–182