Impact of Teachers’ Corrective Feedback Types on TOEFL Junior Candidates’ Receptive Skills and Examining Their Perceptions Toward the Efficiency of These Skills
محورهای موضوعی :Ali Shirvani 1 , Abdollah Baradaran 2 , Esmaeil Bagheridoust 3
1 - Department of English and Persian literature, South Tehran Branch, Islamic Azad University, Tehran, Iran
2 - Department of English, Islamic Azad university of Central Tehran
3 - Islamic Azad University, South Tehran Branch
کلید واژه: Corrective Feedback, Explicit Feedback, Listening, Metalinguistic Feedback, Reading, Recast, TOEFL Junior,
چکیده مقاله :
The purpose of this study was to determine how the three types of CF—explicit, metalinguistic, and recast—affect receptive skills and to find out how TOEFL Junior applicants felt about the effectiveness of these CFs in these two domains. In this study, an explanatory sequential mixed-methods design was used. Using a convenience selection technique, 130 boys and girls who were TOEFL Junior candidates at a TOEFL Junior center served as the study's initial partici-pants. The Pearson Longman Placement Test was used to make sure that each participant's level of language proficiency was the same. Consequently, based on the outcomes of the placement test, 100 candidates were chosen to be participants. Subsequently, they were split up into four groups at random: the control group, group 2 (metalinguistic), group 3 (recast), and the first ex-perimental group (explicit). The study's pre-test was then given, which consisted of the listening and reading comprehension portions of the TOEFL Junior Test. Ten sessions of treatment were then conducted. The post-test included of the listening and reading comprehension portions of the TOEFL Junior Test, which were given after these sessions. Twelve students from the three experimental groups were then given a semi-structured interview. The results of this investiga-tion demonstrated that, in terms of applicants' hearing and reading ability, explicit CF is superior to recast; however, there was no discernible difference between explicit and metalinguistic CF. The qualitative results also showed that the participants had a favorable attitude regarding using various CFs to improve their receptive skills.
The purpose of this study was to determine how the three types of CF—explicit, metalinguistic, and recast—affect receptive skills and to find out how TOEFL Junior applicants felt about the effectiveness of these CFs in these two domains. In this study, an explanatory sequential mixed-methods design was used. Using a convenience selection technique, 130 boys and girls who were TOEFL Junior candidates at a TOEFL Junior center served as the study's initial partici-pants. The Pearson Longman Placement Test was used to make sure that each participant's level of language proficiency was the same. Consequently, based on the outcomes of the placement test, 100 candidates were chosen to be participants. Subsequently, they were split up into four groups at random: the control group, group 2 (metalinguistic), group 3 (recast), and the first ex-perimental group (explicit). The study's pre-test was then given, which consisted of the listening and reading comprehension portions of the TOEFL Junior Test. Ten sessions of treatment were then conducted. The post-test included of the listening and reading comprehension portions of the TOEFL Junior Test, which were given after these sessions. Twelve students from the three experimental groups were then given a semi-structured interview. The results of this investiga-tion demonstrated that, in terms of applicants' hearing and reading ability, explicit CF is superior to recast; however, there was no discernible difference between explicit and metalinguistic CF. The qualitative results also showed that the participants had a favorable attitude regarding using various CFs to improve their receptive skills.
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