scholarly journals The Effect of Oral Metalinguistic Corrective Feedback on Learners’ Knowledge of Pronoun among Iranian EFL Learners

2020 ◽  
Vol 10 (6) ◽  
pp. 672
Author(s):  
Fatemeh Azimi Amoli
Keyword(s):  
Language Learners ◽  
English Language ◽  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Metalinguistic Feedback ◽  
Grammatical Errors ◽  
Post Test ◽  
Grammatical Judgment ◽  
The Impact

A great number of language learners claims that they are unable to produce the foreign language accurately without any grammatical errors at the end of their language course. In this study, the impact of oral metalinguistic corrective feedback, among various types of corrective feedback, on learners’ pronoun accuracy was considered. The participants were 74 EFL learners (46 females, 28 males) studying English at Safir English language institutes in Tehran. In order to homogenize the learners, Key English Test (KET) test was given to them. 60 learners were selected for the study and 14 learners were removed. Participants were randomly divided into two groups. One group received metalinguistic feedback and the other group received explicit correction feedback. Grammatical judgment test was used as a pretest and posttest. Eight reading passages from “Select Readings” were another instrument that was used for training through jigsaw task in this study. Then t-test was run to check the significance of the mean difference between pretest and post-test of groups. The results show the priority of experimental group (which received oral metalinguistic feedback) on control group (which received explicit feedback).

The effectiveness of written corrective feedback and the impact Lao learners’ beliefs have on uptake

2015 ◽  
Vol 38 (1) ◽  
pp. 66-84 ◽  
Author(s):  
Stephanie Rummel ◽  
John Bitchener
Keyword(s):  
Corrective Feedback ◽  
Past Tense ◽  
Control Group ◽  
Efl Learners ◽  
Written Corrective Feedback ◽  
Post Test ◽  
Feedback Preferences ◽  
The Impact

This article presents the results of a study examining the effectiveness of written corrective feedback (CF) on the simple past tense and the impact beliefs may have on students’ uptake of the feedback they receive. A seven-week study was carried out with 42 advanced EFL learners in Vientiane, Laos. Students’ beliefs about written CF were first collected, after which they were assigned to either the control group or to groups that received written CF according to their feedback preferences. Students produced four pieces of writing (pre-test, post-test and two delayed post-tests) that responded to four different narrative prompts. The targeted grammatical feature was the simple past tense. The study found that the three feedback groups showed significant improvement in the use of the targeted feature while the control group did not. Furthermore, the results seemed to indicate that beliefs might have impacted on the extent to which the Lao students improved their linguistic accuracy because the students who received their preferred type of feedback were more successful at eliminating the targeted errors than the ones who did not.

scholarly journals A Comparative Study of the Impact of Metalinguistic Feedback and Explicit Correction on the Writing Performance of Iranian EFL Learners

2016 ◽  
Vol 6 (2) ◽  
pp. 132
Author(s):  
Yazdan Azizi Khah ◽  
Majid Farahian
Keyword(s):  
Corrective Feedback ◽  
Writing Performance ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Written Corrective Feedback ◽  
Proficiency Level ◽  
Metalinguistic Feedback ◽  
Grammatical Errors ◽  
Writing Assignment ◽  
The Impact

<p>The present study aimed at investigating the impact of two different strategies of providing written corrective feedback on English as foreign language (EFL) learners’ writing performance. To achieve this goal, sixty EFL learners who participated in the study were assigned into two groups. Throughout the period of the study, two techniques of written feedback, metalinguistic feedback and explicit correction feedback were put into practice as the treatment. The first writing assignment was used as the pretest and the last writing assignment was the posttest. To determine the proficiency level of the participants, A Nelson English Proficiency Test was used. The result of the paired t-tests showed that the writing performance of two groups improved; however, the independent t-test was performed between the posttests of the two groups indicated that the group with metalinguistic feedback had greater improvement than the group which received the explicit correction feedback. The findings suggest that providing teacher corrective feedback is effective in reducing EFL learners’ grammatical errors and improves their writing achievement.</p>

scholarly journals Investigating the Effects of Three Types of Corrective Feedback on the Acquisition of English Wh-question Forms by Iranian EFL Learners

2011 ◽  
Vol 4 (2) ◽  
pp. 97 ◽  
Author(s):  
Ehsan Rassaei ◽  
Ahmad Moinzadeh
Keyword(s):  
Data Analysis ◽  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Delayed Effects ◽  
Metalinguistic Feedback ◽  
Post Test

The current research examines the immediate and delayed effects of three types of corrective feedback, namely recasts, metalinguistic feedback, and clarification requests, on the acquisition of English wh-question forms by Iranian EFL learners. To this end, 134 Iranian EFL learners comprising 4 intact classes participated in the study. Learners in 3 intact classes which were designated as feedback groups received feedback during a meaning-focused task, while learners in the control group received no feedback. The results of data analysis revealed the effectiveness of metalinguistic feedback and recasts in both immediate and delayed post-tests. Further inspection of the results revealed that while metalinguistic feedback was more effective than recasts in the immediate post-test, recasts had a more stable and enduring effect, compared with metalinguistic feedback, on learners' performance in the delayed post-test.

scholarly journals THE IMPACT OF CORRECTIVE FEEDBACK ON IRANIAN EFL LEARNERS’ WRITING COMPLEXITY, ACCURACY, AND FLUENCY

2021 ◽  
Vol 6 (2) ◽  
pp. 250-272
Author(s):  
Behnoosh Heshmat Ghahderijani
Keyword(s):  
English Language ◽  
Corrective Feedback ◽  
Placement Test ◽  
Control Group ◽  
Test Analysis ◽  
Efl Learners ◽  
Writing Complexity ◽  
Iranian Context ◽  
The Impact ◽  
Experimental Group

Background/Purpose: Recently, corrective feedback (CF) has gained considerable importance in language teaching research. Up until now, there has been less attention to the use of CF in an Iranian context.  This current study aims at investigating the impact of corrective feedback on Iranian intermediate EFL learners’ Complexity (C), Accuracy (A), and Fluency (F) in their writing production.   Methodology: After administering an Oxford Quick Placement Test (OQPT), the researcher selected 30 Iranian intermediate learners at a private English language institute in Isfahan, Iran and divided them into two groups of 15 randomly. An Oxford placement test was run to make sure that the two groups were homogenous. A series of writing tasks were developed to examine the participants’ performance in writing. The experimental group attended the class in which CF was performed where they received feedback from the teachers and also their partners in the class (by crossing out and explaining) during the writing tasks on how to use the correct forms of the words and tenses. The control group attended the class in which CF was performed briefly. At the end of the study, all subjects participated in paragraph writing. To compare the group means for the study, a test analysis was performed. The difference between the experimental and the control group was considered to be important.   Findings: The results of Independent and samples t tests revealed that the participants in the experimental group outperformed the ones in the control group in writing production. The results clearly indicated that the participants who received CF did better than those who did not. Therefore, the findings generally revealed that CF had a significant effect on Iranian intermediate EFL learners’ writing complexity, accuracy, and fluency.   Contributions: This study has multiple benefits for language learners and teachers. Utilizing CF in writing classes can be a practical way to improve students’ proficiency and writing skill. In addition, this study draws attention to the Complexity, Accuracy, and Fluency (CAF) of written production.   Keywords: Corrective feedback, complexity, accuracy, fluency, Iranian Intermediate EFL learners.   Cite as: Ghahderijani, B. H. (2021). The impact of corrective feedback on Iranian EFL learners’ writing complexity, accuracy, and fluency. Journal of Nusantara Studies, 6(2), 250-272. http://dx.doi.org/10.24200/jonus.vol6iss2pp250-272

scholarly journals CAN EFL LEARNERS' LEARNING STYLES IMPACT THEIR PERFORMANCE ON WRITING SKILL UNDER DIRECT AND INDIRECT CORRECTIVE FEEDBACKS?

2015 ◽  
Vol 13 (2) ◽  
pp. 155
Author(s):  
Mojtaba Maghsoudi ◽  
Sahar Saeedi
Keyword(s):  
Learning Styles ◽  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Skill Scores ◽  
Significant Difference ◽  
Field Dependent ◽  
Writing Skill ◽  
The Impact ◽  
Experimental Group

This study presents the findings of an investigation of the impact of teacher error corrective feedback on 180 field-dependent/ field-independent (FD/FI) male and female pre-intermediate and advanced Iranian EFL learners writing skill. The participants were separated into two experimental groups and one control group and were asked to write three paragraphs of about 100-150 words around three different topics, each in odd days of a week; then they received direct (in experimental group 1), indirect (in experimental group 2) and no correction feedback (in control group). The results based on Mean Scores, Standard Deviation, Multivariate Analyses and 1-way ANOVA showed that there was not any significant difference between the FD/FI learners' writing skill scores who had received corrective feedback on their errors; however, as indicated by the second finding of the present study it would be better to feedback field-dependent/-independent EFL learners indirectly. It was also indicated that, learners' learning styles had made a significant change in their writing skill scores.

scholarly journals The Effect of Comparative FonF Structure on Learning L2 Verb Components

2018 ◽  
Vol 8 (1) ◽  
pp. 8
Author(s):  
Gholam Reza Parvizi
Keyword(s):  
English Language ◽  
Explicit Knowledge ◽  
Judgment Task ◽  
Control Group ◽  
Perfect Form ◽  
Quasi Experimental ◽  
Grammatical Judgment ◽  
L1 And L2 ◽  
The Impact ◽  
Experimental Group

This study focuses on the impact of the type of form-focused instruction (FFI) on its efficiency in mastering L2forms. The hypothesis that FFI, which induces structural and metalinguistic salience on the basis of contrastiveanalysis of the learner’s L1 and L2, would be particularly effective at facilitating the acquisition of difficult L2 formswas tested in a quasi-experimental study comparing the effectiveness of two types of FFI, one with and one without acontrastive component. The contrastive FFI explicitly drew learners’ attention to the cross-linguistic differences inthe tense-aspect systems of their L2 and L1 while the non-contrastive treatment only focused on the tense-aspectsystem of the L2. The effects of these two types of FFI were assessed by analyzing the learners’ pre-test and post-testperformance on two tasks differing in the extent to which they involve the activation of explicit and implicitlinguistic knowledge: a grammatical judgment task and a controlled translation task. The subjects of the studycomprised of 43 students majoring in English language in the Iranian capital university, Tehran, 22 were selected asfor experimental group and 21 for control group randomly. The results of the study revealed that the quantitativeanalysis of the Grammatical Judgment Test (GJT) data indicated no significant effect of CFFI due to the novelty ofthe translatory technique, or the potential individual differences in the learning orientation of the learners. On thecontrary, the qualitative analysis indicated differential effects of this type of FFI according to the nature of targetform, i.e. CFFI was beneficial in raising the grammatical judgment of Persian Learners of English (PLE) regardingpresent perfect form but not effective in their judgment of ungrammatical progressive forms. In terms of translationtask, the CFFI appeared to be effective in the correct use of the target structures by PLE. This may be mainly due tothe fact that Translation Test (TT) needed explicit knowledge which was presented in CFFI and that translation is acontrastive activity in nature.

The Impact of Teaching Critical Thinking Skills on Reading Comprehension of Iranian Intermediate EFL Learners

2016 ◽  
Vol 6 (9) ◽  
pp. 1869 ◽  
Author(s):  
Lotfollah Karimi ◽  
Farshad Veisi
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Teaching Reading ◽  
Efl Learners ◽  
Post Test ◽  
And Control ◽  
The Impact

the purpose of the present study was to investigate the impact of teaching critical thinking skills on reading comprehension of Iranian intermediate EFL learners. A sample of 50 students from Arshia Language Institute in Ilam, Iran participated in this study. They were both male and female students who were selected among 80 students based on their performances on PET. The participants were randomly divided into experimental and control groups. First, the two groups were exposed to the pre-test of reading comprehension in order to evaluate their knowledge on reading before the treatment. Based on scores obtained from the Pre-test, no significance differences were observed between two groups. After that the treatment was started and the experimental group was exposed to teaching critical thinking skills. Meanwhile, traditional methods of teaching reading comprehension were used for teaching reading comprehension to the control group. Finally, post-test of reading comprehension was delivered to both groups at the end of treatment to check possible differences.  To analyze the collected data, ANCOVA was run using SPSS Software Version 16. The results showed that teaching critical thinking skills positively affect reading comprehension of intermediate EFL learners, but the interaction of gender and teaching critical thinking was not significant.

scholarly journals Improving Upper-intermediate EFL Learners’ Communicative Competence through Authentic Materials

2019 ◽  
Vol 9 (8) ◽  
pp. 956
Author(s):  
Mohammad Hossein Keshmirshekan
Keyword(s):  
Language Learners ◽  
Communicative Competence ◽  
Placement Test ◽  
Control Group ◽  
Authentic Materials ◽  
Efl Learners ◽  
Course Content ◽  
Foreign Language Learners ◽  
Post Test ◽  
Experimental Group

The present study aimed to investigate the effects of authentic materials on enhancing Iranian English as a foreign language learners' communicative competence. To this end, 106 upper-intermediate participants out of 136 were selected based on their performance an Oxford Placement Test (OPT) and randomly assigned to two equal groups- one experimental group and one control group. Then a pre-test was administered to assess the participants' communicative competence at the beginning of the course. Then, the experimental group received the treatment. The control group was taught the course content using the regular communicative method through which students received teacher-course from the textbook. After the treatment, the two groups took the post-test. The data analysis through paired and independent sample t-tests revealed that the experimental group outperformed the control group on the posttest. In other words, teaching authentic materials showed to have a significant effect on improving learners' communicative competence. The implications, limitations, and suggestions of this study are explained at the end of the study.

scholarly journals Can Explicit Written Corrective Feedback Develop Grammatical and Lexical Accuracy of Saudi EFL Learners?

2018 ◽  
Vol 6 (4) ◽  
pp. 16 ◽  
Author(s):  
Nahla Al-Hazzani ◽  
Sultan Altalhab
Keyword(s):  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Saudi Students ◽  
Written Corrective Feedback ◽  
Post Test ◽  
Efl Students ◽  
Positive Effect ◽  
Experimental Group ◽  
Made In

Saudi students encounter many problems in writing skill as several studies revealed (e.g. Alhazmi, 2006; Alsamdani, 2010). Providing effective and useful feedback may help to overcome these challenges. Therefore, this study examines the effect of teachers’ written corrective feedback on female Saudi EFL students’ written essays and to what extent it affects students’ written grammatical and lexical accuracy. The sample comprises 50 foundation level students, across two groups: an experimental group (n=29) and a control group (n=21). Data were gathered over a 10-week period using a pre-/post-test/delayed post-test design for comparable groups. The findings show that although many errors were made in the writing performances, the students in the experimental group had significantly better achievements than the students in the control group on the measure. The results lend support to the efficiency of teachers’ written corrective feedback, showing it has a significant positive effect on the participants’ grammatical and lexical accuracy.

scholarly journals The Impact of Writing Self-Assessment and Peer Assessment on Iranian EFL Learners’ Autonomy and Metacognitive Awareness

2021 ◽  
Vol 2021 ◽  
pp. 1-12
Author(s):  
Maryam Ebrahimi ◽  
Siros Izadpanah ◽  
Ehsan Namaziandost
Keyword(s):  
Language Learners ◽  
Peer Assessment ◽  
Language Teachers ◽  
Metacognitive Awareness ◽  
Placement Test ◽  
Control Group ◽  
Self Assessment ◽  
Efl Learners ◽  
The Impact ◽  
Metacognitive Awareness Inventory

One of the most significant current discussions in writing is self-assessment and peer assessment. This study aimed to investigate the impact of writing self-assessment and peer assessment on autonomy and metacognitive awareness of Iranian EFL learners. One hundred and twenty participants were selected using convenience sampling. Four instruments were used in this test: (1) Nelson placement test; (2) Metacognitive Awareness Inventory (MAI); (3) Zhang and Li’s autonomy questionnaire; and (4) rubric. A quasiexperimental design was used in this study. They were divided into two experimental groups, self-assessment (N = 40) and peer assessment (N = 40), and one control group (N = 40). Collected data were tested and compared using covariance analysis (ANCOVA). Results from the tests indicated that both self-assessment and peer assessment are effective ways to improve autonomy and metacognition awareness of EFL learners in the completion of writing tasks. Findings also showed that self-assessment was more effective than peer assessment and the results showed that the types of assessments increased the learners’ knowledge in the writing, teaching, lexicography, spelling, grammar, and similar models and were significantly effective in developing their writing skills. The findings of the present research study might have some implications for researchers, instructors, language teachers, and language learners.

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