Two Collaborative Feedback Models in EFL Writing Instruction: Do They Make a Difference?
محورهای موضوعی : English Language Teaching (ELT)
1 - Islamic Azad University-Shahreza Branch
کلید واژه: collaborative learning, Group Teaching, Oral/Written Feedback, Peer/Teacher Feedback,
چکیده مقاله :
Research in L1 writing has found numerous benefits of employing collaborative learning in the classroom. The research findings on group work provide clear evidence that engaging learners in group activities increases opportunities for students to engage in the negotiation of meaning, which further leads to better acquisition. The present study, implementing two different collaborative feedback models, based on various sources and modes of feedback, examines the effect of each on the students’ writing quality. Sixty Iranian students, majoring in English Translation, were assigned into three homogeneous groups based on their obtained scores on Oxford Placement Test (OPT) and sample paragraph writing. They covered five topics in a sequence of ten written texts − before and after receiving feedback − over a 15-week semester. The results revealed that students incorporated both the teacher’s and peers’ oral/written comments in the process of draft editing, and that they benefited from the two collaborative feedback models almost equally. The interview results also confirmed co-operative learning as an effective teaching strategy that could be used to enhance achievement and socialization among students and to improve attitudes towards learning and working in groups, especially in EFL settings.
نتایج تحقیقات در خصوص "یادگیری مشارکتی" در کلاسهای درس انشاءنویسی به زبان اول نشان می دهد که این تکنیک تاثیر به سزایی در پیشرفت مهارت نوشتاری دارد. تحقیق حاضر برآن است تا با ارائه دو مدل بازخورد مشارکتی مکتوب و شفاهی از سوی معلم و هم آموز در کلاس انشاءنویسی به زبان دوم تاثیر این فعالیت را بر مهارت نوشتاری زبان آموزان ایرانی بیازماید. بدین منظور، 60 دانشجوی رشته مترجمی زبان انگلیسی بر اساس پیش آزمون استاندارد ( (OPT به سه گروه متجانس 20 نفری تقسیم شدند. از آنها خواسته شد تا در طول یک ترم تحصیلی در مورد پنج موضوع انشاء پاراگراف های خود را نوشته و سپس براساس بازخوردهای دریافتی از سوی معلم و هم آموز از دو نوع کتبی و شفاهی مطالب خود را بازنویسی کنند. نتایج نشان می دهد که زبان آموزان بازخوردهای دریافتی را در بازنویسی متون اولیه به کار گرفته و میان دو مدل بازخورد مشارکتی تفاوت مشهودی مشاهده نمی شود. همچنین از مصاحبه با شرکت کنندگان برآورد می شود که یادگیری مشارکتی منجر به افزایش تعامل و ایجاد فرصت های مناسب شده تا بتوانند با موفقیت به تبادل اطلاعات زبانی پرداخته و بدین ترتیب یادگیری زبان دوم بهتر و سریعتر انجام پذیرد.
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