The Effect of Different Types of Teacher Written Corrective Feedback on Iranian EFL Learners’ Writing Accuracy
محورهای موضوعی : language teaching
مهران داوری بینا
1
(
Department of Language Teaching, Ardabil Branch, Islamic Azad University, Ardabil, Iran
)
سیدحسین کریمی
2
(
Department of Language Teaching, Ardabil Branch, Islamic Azad University, Ardabil, Iran
)
کلید واژه: Direct Feedback, Indirect Feedback, Written Corrective Feedback (WCF), Picture Description Task,
چکیده مقاله :
This research is a quasi-experimental study investigating the effect of different types of teacher Written Corrective Feedback (WCF) on Iranian EFL learners’ writing accuracy in using two functions of English articles (the first mention and anaphoric reference) and simple past tense (regular and irregular). Ninety-four Iranian learners of English were assigned into three experimental groups of direct feedback group (n=24), indirect feedback group (n=24), direct plus indirect feedback group (n=24), and one pilot group (n=22). The participating groups’ homogeneity was checked by their performance in the proficiency test and the pre-test. During six treatment sessions, each of the three groups received feedback type. The papers with attached comments were returned to the participants. On two occasions (pre-test and post-test), the participants completed a picture description task. The results of one-way ANOVA revealed a statistically significant difference in the performance of the three groups. Furthermore, Scheffe post-hoc analysis indicated that the direct group outperformed direct plus indirect group, and direct plus indirect group outperformed the indirect group.
پژوهش حاضر که یک تحقیق شبه تجربی بوده و بدنبال بررسی تاثیر انواع مختلف بازخورد اصلاحی نوشتاری معلم بر روی صحت نوشته های زبان آموزان ایرانی در استفاده از حروف تعریف انگلیسی(معین و نامعین) و زمان گذشته ساده(افعال باقاعده و بی قاعده) می باشد. نود و چهار زبان آموز ایرانی در قالب سه گروه آزمایشی شامل گروه بازخورد مستقیم(24نفر)،گروه بازخورد غیر مستقیم(24نفر)،گروه بازخورد مستقیم+غیر مستقیم(24نفر) گروهبندی شدند. همسانی گروههای شرکت کننده از طریق عملکرد آنها در آزمون مهارت و پیش آزمون بررسی شد. در طول شش جلسه ،هر یک از سه گروه بازخورد مربوطه را دریافت کردند.ورقه ها به انضمام توضیحات به دانش آموزان بازگردانده شد. در دو مرحله(پیش آزمون و پس آزمون) دانش آموزان آزمون توصیف تصویر را کامل کردند.نتایج تحلیل واریانس یک طرفه،به لحاظ آماری تفاوت معناداری در عملکرد سه گروه نشان داد.علاوه بر این،تحلیل تعقیبی Scheffeنشان داد که گروه مستقیم نسبت به گروه مستقیم+غیرمستقیم بهتر عمل کردند و گروه مستقیم+غیرمستقیم نیز نسبت به گروه غیر مستقیم بهتر عمل کردند.
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