Effects of Scaffolded and Explicit Feedback on Iranian EFL Learners' Use of Articles in Oral Productions
محورهای موضوعی : نشریه زبان و ترجمهLotfollah Samaee 1 , احسان رسایی 2 , محمد بوالی 3
1 - PhD Candidate,Islamic Azad University,Shiraz Branch,Iran
2 - گروه زبانهای خارجی، واحد شیراز، دانشگاه آزاد اسلامی، شیراز، ایران
3 - استادیار، بخش زبان های خارجی، واحد شیراز، دانشگاه آزاد اسلامی، شیراز، ایران
کلید واژه: Corrective feedback, EFL learners, Explicit Feedback, Oral production, Scaffolded Feedback,
چکیده مقاله :
This study aims to explore and compare the impacts of scaffolded and explicit feedback on Iranian EFL learners' correct use of articles in oral productions. To this end, 45 intermediate female EFL learners in three intact classes in a language institute in Behbahan, Iran were selected through convenience sampling and randomly assigned to two experimental groups of scaffolded and explicit and one control group. The research used a quantitative approach with a quasi-experimental design in the form of a pretest, treatment, posttest, and delayed posttest. While the two experimental groups received either scaffolded or explicit feedback treatment, the control group received no feedback on their errors in the use of articles. The find- ings revealed that the EFL learners in the scaffolded CF and explicit groups outperformed those of the control group concerning the accurate use of both definite and indefinite articles in their oral productions. The implications of the results are also explicated.
هدف از این تحقیق بررسی و مقایسه تأثیرات احتمالی دو نوع بازخورد اصلاحی صریح و پلکانی بر استفاده صحیح زبان آموزان ایرانی از حروف معین و نامعین انگلیسی در گفتار شان است. بدین منظور، 45 نفر از دختران زبان آموز سطح متوسط از یک موسسه زبان در شهرستان بهبهان به طور تصادفی به دو گروه آزمایشی بازخورد اصلاحی صریح و بازخورد اصلاحی داربستی و یک گروه شاهد تقسیم شدند. این تحقیق به روش کمی با طرح شبه آزمایشی در قالب پیش آزمون، جلسات آموزشی، پس آزمون و پس آزمون با تاخیر صورت گرفته است. هر دو گروه آزمایشی در جلسات آموزشی فیدبک متناسب با گروه خود را دریافت کردند در حالی که گروه شاهد هیچ گونه فیدبکی در مورد خطاهایشان دریافت نمی‌کردند. نتایج تحقیق نشان داد که زبان آموزان گروه بازخورد داربستی و صریح نسبت به گروه شاهد هم در پس آزمون و هم در پس آزمون با تأخیر در استفاده صحیح حروف تعریف معین و نامعین برتر بودند. کاربرد نتایج تحقیق نیز توضیح داده شده است.
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