Explicit vs. Implicit Corrective Feedback and Grammar Accuracy in Flipped and Non-Flipped Classes
محورهای موضوعی : English Language Teaching (ELT)
سنور اسمعیلی
1
,
نسرین حدیدی
2
,
کریم صادقی
3
,
زهره سیفوری
4
1 - گروه انگلیسی ، دانشگاه تبریز ، دانشگاه آزاد اسلامی تبریز ، ایران
2 - گروه انگلیسی ، دانشگاه تبریز ، دانشگاه آزاد اسلامی تبریز ، ایران
3 - گروه زبان و ادبیات، دانشگاه ارومیه، ارومیه، ایران
4 - گروه زبان، دانشگاه علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران
کلید واژه: Corrective feedback, Explicit Feedback, Implicit Feedback, grammar, flipped teaching method,
چکیده مقاله :
This study investigated the effects of corrective feedback (CF) and the Flipped Teaching Model (FTM) on English language learners’ overall and categorical grammar accuracy. The study was conducted at Payame-Nour University (PNU) of Mahabad, Iran. A total of 80 Iranian EFL learners participated in the study. The participants were randomly assigned into two flipped and two non-flipped groups of 20: one in each pair of groups receiving explicit and the other implicit CF. Data were collected across two time periods (pre-intervention and post-intervention). Two measures of Multivariate Analysis of Covariance (MANCOVA) were conducted. The results revealed no significant differences in the effect of CF type in the flipped classes, and both led to the learners’ higher level of overall grammar accuracy. However, the explicit group outperformed the implicit one in the non-flipped classes. Explicit feedback in flipped and non-flipped classes led to the learners’ outperformance in acquiring specific grammatical structures, such as adjective/reduced adjective clauses, but not in others, like comparative/superlative adjectives, gerund/infinitive, word forms, word order, and apposition. These findings have implications for language educators seeking to enhance learners’ grammatical accuracy in both flipped and non-flipped classrooms, particularly in relation to the use of explicit feedback for certain types of grammatical structures.
This study investigated the effects of corrective feedback (CF) and the Flipped Teaching Model (FTM) on English language learners’ overall and categorical grammar accuracy. The study was conducted at Payame-Nour University (PNU) of Mahabad, Iran. A total of 80 Iranian EFL learners participated in the study. The participants were randomly assigned into two flipped and two non-flipped groups of 20: one in each pair of groups receiving explicit and the other implicit CF. Data were collected across two time periods (pre-intervention and post-intervention). Two measures of Multivariate Analysis of Covariance (MANCOVA) were conducted. The results revealed no significant differences in the effect of CF type in the flipped classes, and both led to the learners’ higher level of overall grammar accuracy. However, the explicit group outperformed the implicit one in the non-flipped classes. Explicit feedback in flipped and non-flipped classes led to the learners’ outperformance in acquiring specific grammatical structures, such as adjective/reduced adjective clauses, but not in others, like comparative/superlative adjectives, gerund/infinitive, word forms, word order, and apposition. These findings have implications for language educators seeking to enhance learners’ grammatical accuracy in both flipped and non-flipped classrooms, particularly in relation to the use of explicit feedback for certain types of grammatical structures.
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