Effects of Recast and Explicit Corrective Feedback on Iranian Test-takers’ Anxiety in Speaking across Proficiency Levels
محورهای موضوعی : language teaching
ثمین سیدابراهیمی
1
(گروه آموزش زبان انگلیسی، واحد شهر کرد، دانشگاه آزاد اسلامی، شهرکرد، ایران)
فریبا رحیمی
2
(گروه آموزش زبان انگلیسی، واحد شهر کرد، دانشگاه آزاد اسلامی، شهرکرد، ایران)
مهرداد سپهری
3
(گروه آموزش زبان انگلیسی، واحد شهر کرد، دانشگاه آزاد اسلامی، شهرکرد، ایران)
کلید واژه: Corrective feedback, IELTS, Recast, anxiety in speaking, explicit correction,
چکیده مقاله :
This study investigated the effects of recast and explicit corrective feedback on Iranian IELTS test-takers anxiety in speaking across different levels of proficiency. Ninety male and female learners, aged 21 to 45, who were preparing themselves to take the IELTS Mock test, were divided into upper-intermediate and advanced levels. Then, they were randomly assigned to control and experimental groups (recast and explicit correction). There were 10 treatment sessions for each group. In the recast group, the students’ mistakes were corrected using reformulation. In the explicit correction group, mistakes were not tolerated, and they were corrected on the spot. In order to measure the anxiety in speaking performance, Chowdhury’s (2014) questionnaire was given to the participants once before the treatment and once after the treatment. Then, the score of each learner was calculated and recorded for the data analysis. The results showed that there was no statistically significant difference between the control and explicit corrective group and the control and recast groups at the upper-intermediate level. However, there was a statistically significant difference between the control and recast groups and the control and explicit group at the advanced levels.
مطالعه حاضر تلاشی برای بررسی تأثیر بازخورد اصلاحی و صریح اصلاح شده بر میزان اضطراب آزمون دهندگان ایرانی آیلتس در مهارت صحبت کردن در سطوح مختلف است. برای این منظور ، 90 نفر از خانمها و آقایان یادگیرنده EFL ایرانی 21 تا 45 ساله که خود را برای شرکت در آزمون آیلتس ماک آماده می کردند ، به دو سطح مهارت (سطح فوق متوسط و پیشرفته) تقسیم شدند. افراد در هر سطح مهارت به طور تصادفی انتخاب شدند و به گروههای کنترل و آزمایش (گروههای اصلاح صحیح و صریح) اختصاص داده شده است. 10 جلسه آموزشی برای گروه های اصلاح مجدد و صریح وجود داشت. در گروه اصلاحی ، محققان با استفاده از فرمول بندی مجدد ، اشتباهات دانشجویان را اصلاح کرد. در گروه تصحیح صریح ، اشتباهات تحمل نمی شد و در همانجا اصلاح می شدند. به منظور سنجش میزان اضطراب در عملکرد گفتاری ، پرسشنامه (Chowdhury, 2014) به شرکت کنندگان داده شد تا پر شود: یک بار به عنوان پیش آموزش و یک بار به عنوان پس از آموزش. سپس ، نمره هر زبان آموز برای تجزیه و تحلیل داده ها محاسبه و ثبت شد. نتایج نشان داد که از نظر آماری تفاوت معناداری بین گروه های کنترل و صحیح اصلاح کننده و همچنین گروه های کنترل و اصلاح مجدد در سطح فوق متوسط وجود ندارد. با این حال ، از نظر آماری تفاوت معناداری بین گروه های کنترل و اصلاح مجدد و همچنین گروه های کنترل و صریح در سطوح پیشرفته وجود داشت. یافته های این مطالعه می تواند برای معلمان EFL و متقاضیان آیلتس مفید باشد.
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