A Study on the Effect of Teachers’ Text Specific Comments and Rubber-Stamped Comments on Iranian EFL Learners’ Writing Ability
محورهای موضوعی : language teachingمهرنوش عطاآفرین 1 , وصال آیات 2 , علی اصغر یوسفی آذرفام 3
1 - گروه زبان انگلیسی، واحد آیت ا...آملی، دانشگاه آزاد اسلامی، آمل، ایران
2 - گروه آموزش زبان انگلیسی، دانشگاه علامه طباطبائی، تهران ، ایران
3 - English Language Department, Soufian Branch, Islamic Azad University, Soufian, Iran
کلید واژه: writing skill, text-specific, rubber-stamped, teacher comments,
چکیده مقاله :
Written corrective feedback (WCF) refers to the feedback given by writing instructors and tutors on novice writers’ performances. Although extensive importance has been attached to the implications of WCF for improving writing skill in L2 writing studies, there is a paucity of research into research on whether student writers benefit differently from elaborated and evaluative feedback. Having this in mind, the aim of this research was to examine the effect of teacher’s text-specific and rubber-stamped comments on Iranian EFL learners’ writing ability at intermediate level. Quick Placement Test was employed to select 40 pre-intermediate EFL learners as the participants of this research. Then, they were randomly assigned into two experimental and control groups. Prior to the treatment, the participants of both groups were given a pretest to disclose their initial writing ability. After administering the rubber-stamped comments to the experimental group and text specific to the control group, a posttest was administered to seek the effect of two types of instruments. An independent samples t-test was used to see if the treatment was effective. Paired samples t-test was also employed to determine the amount of progression between pretest and posttest of the experimental group. The results of the study revealed that rubber-stamped comments improved the learners’ writing ability. Implicationally, instructors can use rubber-stamped comments to help learners improve their writing ability.
هدف از این تحقیق بررسی تأثیر نظرات اصلاحی معلم و نظرات اشاره ای معلم بر توانایی نوشتن زبان آموزان EFL در سطح متوسط بود. برای انتخاب شرکت کنندگان این تحقیق، 40 زبان آموز EFL در سطح قبل از میانی، از آزمون Quick Placement Test استفاده شد. سپس شرکت کنندگان به طور تصادفی در دو گروه آزمایش و کنترل قرار گرفتند. قبل از آزمایش، به شرکت کنندگان هر دو گروه پیش آزمون داده شد تا به توانایی نوشتن اولیه شان پی برده شود. پس از ارائه نظرات اشاره ای به گروه آزمایش و نظرات اصلاحی برای گروه کنترل، یک پس آزمون برای یافتن تأثیر دو نوع ابزار اجرا شد. برای بررسی اینکه آیا روش جدید موثر است، از آزمون t-test مستقل استفاده شد. برای تعیین میزان پیشرفت بین پیش آزمون و پس آزمون از گروه آزمایش، از آزمون t-test زوجی استفاده شد. نتایج مطالعه نشان داد که نظرات اشاره ای معلم توانایی نوشتن دانش آموزان را بهبود می بخشد. بدین ترتیب، مربیان می توانند از نظرات اشاره ای برای کمک به زبان آموزان برای بهبود توانایی نوشتن استفاده کنند.
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