Investigating the Impacts of Teacher Metalinguistic Feedback vs. Collaborative Peer Feedback on Iranian EFL Learners’ Writing Performance
محورهای موضوعی : language teaching
مهران معماری
1
(
گروه زبان انگلیسی دانشگاه فرهنگیان، اهواز، ایران
)
بیتا اسدی
2
(
گروه زبان انگلیسی، واحد ملارد، دانشگاه آزاد اسلامی، ملارد، ایران
)
کلید واژه: Corrective feedback, Accuracy, Form-focused instruction, lexical diversity, metalinguistic,
چکیده مقاله :
Corrective feedback refers to a teacher or student’s reaction to a learner’s target language production containing an actual or perceived error. The last three decades have witnessed a large amount of research on the impacts of various types of corrective feedback on students’ written production. Along the same vein, the present study seeks to explore the effectiveness of providing teachers’ metalinguistic feedback vs. peers’ collaborative feedback on students’ writing performance. In so doing, the present study adopted a pretest-posttest quasi-experimental design including three upper-intermediate groups (i.e., two experimental and one control). The participants of the study were a total of 62 English as a foreign language (EFL) freshman students from two public universities in Tehran, Iran. The writing tasks utilized in the present study were adopted from IELTS writing Task 2. The results of one-way between groups analysis of variance (ANOVA) revealed that students produced significantly more lexically diverse as well as grammatically accurate language as a result of both treatments. Moreover, it was observed that collaborative peer feedback led to significantly higher lexical diversity than those of other two groups. The findings of the present study suggest that L2 teachers can opt for a combination of corrective feedback strategies to help learners improve their writing performance.
بازخورد اصلاحی به واکنش معلم یا دانش‌آموز به تولید زبان هدف زبان‌آموز اشاره دارد که حاوی یک خطای واقعی یا درک شده است. سه دهه گذشته شاهد حجم زیادی از تحقیقات در مورد تأثیر انواع بازخوردهای اصلاحی بر تولید نوشتاری دانشجویان بوده است. در همین راستا، مطالعه حاضر به دنبال بررسی اثربخشی ارائه بازخورد فرازبانی معلم در مقابل بازخورد مشارکتی همسالان بر عملکرد نوشتاری دانش‌آموزان است. در این راستا، پژوهش حاضر از طرح نیمه آزمایشی پیش آزمون- پس آزمون شامل سه گروه متوسط بالا (یعنی دو گروه آزمایشی و یک گروه کنترل) استفاده کرد. شرکت کنندگان در این مطالعه در مجموع 62 دانشجوی سال اول انگلیسی به عنوان زبان خارجی (EFL) از دو دانشگاه دولتی در تهران، ایران بودند. تکالیف نوشتاری مورد استفاده در مطالعه حاضر از تسک 2 رایتینگ آیلتس اقتباس شده است. نتایج تحلیل واریانس یک طرفه بین گروهی (ANOVA) نشان داد که دانش‌آموزان در نتیجه هر دو روش، زبان متنوع‌تری از نظر واژگانی و همچنین از نظر گرامری دقیق‌تر تولید کردند. علاوه بر این، مشاهده شد که بازخورد مشارکتی همتایان منجر به تنوع واژگانی به طور قابل‌توجهی نسبت به دو گروه دیگر شد. یافته‌های مطالعه حاضر نشان می‌دهد که معلمان زبان دوم می‌توانند ترکیبی از استراتژی‌های بازخورد اصلاحی را برای کمک به فراگیران برای بهبود عملکرد نوشتاری خود انتخاب کنند.
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