The Impact of Three Feedback Types on Postgraduate TEFL Student Teachers’ Writing Accuracy and Organization
محورهای موضوعی : English Language Teaching (ELT)
1 - Department of English Language, Tabriz Branch, Islamic Azad University, Tabriz, Iran
کلید واژه: Writing, Accuracy, Organization, interactive feedback, Metalinguistic Feedback, peer-feedback,
چکیده مقاله :
One skill that student teachers need to develop during their academic studies is the capacity to produce accurate and well-organized texts. This study reports on the comparative impact of metalinguistic feedback (MLF), teacher interactive feedback (TIF(, and the peer-feedback (PF) on the accuracy and organization of postgraduate ELT student teachers’ writing. The participants were 57 postgraduate students who were recruited from a population of 70 postgraduate students, in three classes, that were randomly assigned as the MLF group, the TIF group, and the PF group based on the focus of the presentation and the feedback type they would receive during the 14 session treatment. A hybrid process-oriented and genre-based methodology was employed to teach the identical teaching materials to all the groups with a focus on grammatical features and relevant grammatical exercises in the MLF group, on reflective and interactive negotiation of form and meaning in the TIF group, and on individual peer-assessment of the peer’s writing in the PF group. The results revealed significantly higher levels of accuracy among the MLF group with no significant difference in the organization of the groups’ writing. The findings underscore the role of MLF in enhancing accuracy.
یکی از مهارتهایی که لازم است دانشجویان آموزش زبان انگلیسی در طول تحصیلات دانشگاهی خود بیاموزند توانایی نگارش متون صحیح و ساختارمند انگلیسی است. تحقیق حاضر به بررسی مقایسه ایی تاثیر سه نوع بازخورد فراشناختی، بازخورد تعاملی معلم، و بازخورد همتایان بر صحت دستوری و ساختارمندی نوشتار دانشجویان کارشناسی ارشد آموزش زبان انگلیسی می پردازد. آزمودنیهای تحقیق شامل 57 دانشجوی کارشناسی ارشد در سه کلاس نگارش پیشرفته بودند که از بین 70 دانشجو انتخاب شدند و به صورت تصادفی و با توجه به نوع بازخورد دریافتی به گروههای بازخورد فرازبانی، بازخورد تعاملی معلم، و بازخورد همتایان تعیین شدند. در طول دوره آموزشی 8 جلسه ایی روش تدریس فرآیند-محور و ژانر-محور برای تدریس مطالب آموزشی یکسان در گروهها مورد استفاده قرار گرفت که در گروه بازخورد فرازبانی بر ویژگیهای صورتهای زبانی و تمرینات دستوری مربوطه تاکید داشت، در گروه بازخورد تعاملی معلم تاکید بر مذاکره تعاملی صورت و معنا بود و در گروه بازخورد همتایان، همکلاسان به ارزیابی نوشتار همتایان می پرداختند. تحلیل آماری داده های حاصل از پس آزمون نگارش نشانگر تفاوت معنی دار در صحت دستوری گروه بازخورد فرازبانی بود. تفاوت معناداری در ساختارمندی نوشتاری گروهها مشاهده نگردید. نتایج موکد تاثیر بازخورد فرازبانی در ارتقاء صحت دستوری نوشتاری است که کاربردهای آموزشی بسیاری دارد.
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