scholarly journals The Effect of Unfocused versus Focused Metalinguistic Feedback on the Iranian EFL Learners’ Use of Dependent Clauses in Writing

2021 ◽  
Vol 6 (2) ◽  
pp. 52-70
Author(s):  
Lida Zarearsanjani ◽  
Laleh Fakhraee Faruji ◽  
◽  
Keyword(s):  
Efl Learners ◽  
Metalinguistic Feedback

scholarly journals Immediate Uptake of Phonological Corrective Feedback in Language Learning and Retention

2018 ◽  
Vol 2018 ◽  
pp. 1-11
Author(s):  
Amin Naeimi ◽  
Mahnaz Saeidi ◽  
Biook Behnam
Keyword(s):  
Language Learning ◽  
Corrective Feedback ◽  
Treatment Strategies ◽  
Language Learner ◽  
Efl Learners ◽  
Positive Effects ◽  
Metalinguistic Feedback ◽  
Error Treatment ◽  
Learner Uptake ◽  
Phonological Errors

As language learners’ phonological errors have attracted substantial attention, error treatment strategies have become an indispensable part of teachers’ repertoire. Research has found positive effects for corrective feedback on language learner uptake; however, the effect has not been proved to be sustained over time. This quasiexperimental study sought to explore whether uptake can reflect language learning and retention through measuring the effectiveness of three common types of oral corrective feedback on Iranian EFL learners’ phonological errors. Fifty-four male intermediate-level learners received a nine-session treatment in the form of recast, elicitation, and metalinguistic feedback during story retelling tasks. Results of comparing and correlating uptake with posttest scores revealed that while recast was found to be the most effective feedback in inducing correct uptake, it was metalinguistic feedback that proved to be the most conducive in learning and retention. Besides, there was no significant relationship between the learners’ scores in uptake and their learning and retention in any groups. This suggests that EFL learners’ immediate reactions to teachers’ input-providing or output-prompting correction could not be a reflection of language development, and more consistent and continuous long-term assessment of the success of corrective feedback has to be envisaged in language teaching methodologies.

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).

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 Effect of Spatial Intelligence-based Metalinguistic Written Corrective Feedback on EFL Learners’ Development in Writing

2019 ◽  
Vol 8 (1) ◽  
pp. 40
Author(s):  
Mehdi Solhi Andarab
Keyword(s):  
Corrective Feedback ◽  
T Test ◽  
Written Feedback ◽  
Efl Learners ◽  
Spatial Intelligence ◽  
Written Corrective Feedback ◽  
Significant Difference ◽  
Metalinguistic Feedback ◽  
Intermediate Learners

Correcting and providing feedback to the written work of the learners has always been one of the hotly-debatedissues over the last decades. While a group of scholars argue in favor of the effectiveness of the written corrective(CF) feedback, others question the utility and usefulness of the CF on writing of the learners. Even there seem to befewer consensuses on the typology of the CF. Metalinguistic written corrective feedback (CF) (e.g., briefgrammatical descriptions and error codes) is a type of written feedback, through which teacher gives metalinguisticclue to the nature of the errors (Ellis, 2009). In this study, a different type of metalinguistic feedback, conceptualizedas spatial intelligence-based (SIB) metalinguistic written CF_ using the colorful stationery to write, highlight, locate,or underline the linguistic errors of the learners while giving feedback_ was used while providing feedback to thelearner’s work. In order to investigate the effectiveness of SIB metalinguistic written CF on English as a foreignlanguage (EFL) learners’ development in writing, 47 intermediate learners were randomly assigned into two groups.The learners in the first group received SIB metalinguistic written CF for their errors in writing, while the ones in thesecond group only obtained metalinguistic written CF for their errors. An independent samples t-test applied on thescores achieved from a posttest showed a significant difference in scores of the first group and that of theexperimental group. Results indicated that the accuracy (mechanics) and style of the writing of the first group ofstudents who received SIB correction for their linguistic errors exceled that of the second group students whosereceived written correction was only metalinguistic. However, there was no significant difference between thegroups in the content, and organization of their writing.

Getting EFL Learners to Speak: Obstacles and Solutions

2016 ◽  
Vol 10 (01) ◽  
pp. 21
Author(s):  
Eulis Rahmawati
Keyword(s):  
Psychological Factors ◽  
Teaching And Learning ◽  
English Education ◽  
Language Skills ◽  
Education Department ◽  
Efl Learners ◽  
Qualitative Research Design ◽  
Research Problems ◽  
English Competence ◽  
Academic Year

This research investigates how process of speaking instruction takes place at IAIN SMH Banten. There are three main issues in the research problems: the process of teaching speaking, obstacles found in the teaching and learning process, and what efforts do they make to solve the obstacles in speaking. The process of teaching speaking discusses materials, preparation, procedures or steps in teaching speaking while obstacles and solutions discuss the speaking barriers that the students faced in speaking class and how they minimize the barriers. By applying descriptive qualitative research design to students of fourth semester in academic year 2014/2015, the result shows that the focus of speaking instruction at the fourth semester of English education department of IAIN SMH Banten seemed to let the students speak, without any language skills discussion as the feedback. At the same time, during the process of speaking instruction there are some problems faced by students. The first is  problem of limited English Competence dealt with students poor of vocabulary and the second is problems of psychological factors.

Study of Consonant Pronunciations Errors Committed by EFL Learners

2019 ◽  
pp. 48-56
Author(s):  
Ali Akbar Khansir ◽  
Afsaneh Salehabadi
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Age Group ◽  
Efl Learners ◽  
Listening Skill ◽  
English Pronunciation ◽  
Efl Students ◽  
Knowledge Of Language

As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

Attitude Markers In The Writing Of EFL Learners : A Pragma Stylistic Study

2015 ◽  
pp. 30
Author(s):  
Intisar A. Abdul-Qadir ◽  
Muhammad Shakir
Keyword(s):  
Efl Learners
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