Effects of Receiving Corrective Feedback through Online Chats and Class Discussions on Iranian EFL Learners' Writing Quality
Subject Areas :Sahar Farrahi Avval 1 , Hassan Asadollahfam 2 , Bahram Behin 3
1 - Bonab Branch, Islamic Azad University, Bonab, Iran
2 - Bonab Branch, Islamic Azad University, Bonab, Iran
3 - English Department, Shahid Madani University, Tabriz, Iran
Keywords:
Abstract :
Abrams, Z. I. (2002). Surfing to cross‐cultural awareness: Using internet‐mediated projects to explore cultural stereotypes. Foreign language annals, 35(2), 141-160.
Banaruee, H. and A. Askari (2016). Typology of corrective feedback and error analysis, Sana Gostar Publications Isfahan.
Bataineh, M. Z. (2014). A review of factors associated with student’s lateness behavior and dealing strategies. Journal of Education and Practice, 5(2), 1-7.
Biria, R., & Jafari, S. (2013). The Impact of Collaborative Writing on the Writing Fluency of Iranian EFL Learners. Journal of Language Teaching & Research, 4(1).
Chaudron, C. (1977). Teachers' Priorities in Correcting Learners' Errors in French Immersion Classes. Working Papers on Bilingualism, No. 12.
Chaudron, C. (1988). Second language classrooms: Research on teaching and learning. Cambridge University Press.
Chen, S., Nassaji, H., & Liu, Q. (2016). EFL learners’ perceptions and preferences of written corrective feedback: a case study of university students from Mainland China. Asian-Pacific Journal of Second and Foreign Language Education, 1(1), 5.
Chun, A. E., Day, R. R., Chenoweth, N. A., & Luppescu, S. (1982). Errors, interaction, and correction: A study of native‐normative conversations. Tesol Quarterly, 16(4), 537-547.
Day, R. R., Chenoweth, N. A., Chun, A. E., & Luppescu, S. (1984). Corrective feedback in native‐nonnative discourse. Language learning, 34(2), 19-45.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press. Ferreira, A., Moore, J. D., & Mellish, C. (2007). A study of feedback strategies in foreign language classrooms and tutorials with implications for intelligent computer-assisted language learning systems. International Journal of Artificial Intelligence in Education, 17(4), 389-422.
Ge, G. (2005). A strategic approach to teaching English writing. CELEA Journal, 28(6), 110-116.
Ghahari, S., & Piruznejad, M. (2017). Recast and Explicit Feedback to Young Language Learners: Impacts on Grammar Uptake and Willingness to Communicate. Issues in Language Teaching, 5(2), 209-187.
Hertel, T. J. (2003). Using an e‐mail exchange to promote cultural learning. Foreign language annals, 36(3), 386-396.
Kerwin, D. (2012). The impact of digital and computer mediated communications on the academic writing of adolescents. Cortland, NY: SUNY College.
Koosha, M., & Yakhabi, M. (2013). Problems associated with the use of communicative language teaching in EFL contexts and possible solutions. International Journal of Foreign Language teaching and research, 1(2), 77-90.
Lyster, R. (1998). Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms. Language learning, 48(2), 183-218.
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in second language acquisition, 37-66.
Rassaei, E. (2017). Video chat vs. face-to-face recasts, learners’ interpretations and L2 development: A case of Persian EFL learners. Computer Assisted Language Learning, 30(1-2), 133-148.
Ruegg, R. (2010). Who wants feedback and does it make any difference. In JALT2009 conference proceedings (pp. 683-691). Tokyo: JALT.
Ruegg, R. (2017). Learner revision practices and perceptions of peer and teacher feedback. Writing & Pedagogy, 9(2).
Ruegg, R. (2018). The effect of peer and teacher feedback on changes in EFL students’ writing self-efficacy. The Language Learning Journal, 46(2), 87-102.
Salaberry, M. R. (2001). The use of technology for second language learning and teaching: A retrospective. The modern language journal, 85(1), 39-56.
Sheen, Y. (2006). Exploring the relationship between characteristics of recasts and learner uptake. Language teaching research, 10(4), 361-392.
Warschauer, M. (1995). Comparing face-to-face and electronic discussion in the second language classroom. CALICO journal, 7-26.
Weininger, M. J., & Shield, L. (2003). Promoting oral production in a written channel: An investigation of learner language in MOO. Computer Assisted Language Learning, 16(4), 329-349.
Wolfe-Quintero, K., Inagaki, S., & Kim, H. Y. (1998). Second language development in writing: Measures of fluency, accuracy, & complexity (No. 17). University of Hawaii Press.