scholarly journals The Impact of Immediate and Delayed Corrective Feedback on Iranian EFL Learners’ Willingness to Communicate

2017 ◽  
Vol 6 (6) ◽  
pp. 28
Author(s):  
Mahtab Zadkhast ◽  
Majid Farahian
Keyword(s):  
Corrective Feedback ◽  
Willingness To Communicate ◽  
Control Group ◽  
Immediate Feedback ◽  
Intermediate Students ◽  
Efl Learners ◽  
Group 2 ◽  
The Impact ◽  
Experimental Group ◽  
Group 1

The present study investigated the impact of immediate and delayed corrective feedback on Iranian EFL learners’ willingness to communicate. To attain the purpose of the study, 45 females intermediate students that were roughly selected according to their previous grades and their assigned  level in language school were chosen to participate in this study. Then they were divided to three equal groups: Experimental group 1(immediate feedback), Experimental group 2 (delayed feedback) and control group. In the first session, WTC questionnaire (MacIntyre ,2001 modified by Pourya Baghaei and Ali Dourakhshan) was administered to all groups as pretests. In group 1 the students’ errors were corrected by the teacher immediately after committing but in the second group, the students’ errors were written by the teacher and her comments were given to them when they finished their tasks. For the control group, the routine procedure of New Headway intermediate was followed. After about 12 sessions WTC was repeated as posttests. The findings revealed that immediate and delayed corrective feedback have a significant effect on EFL students’ level of WTC. The results, also demonstrated that experimental group 1 (immediate feedback) outweighed the other two groups in relation to their WTC. The findings have implication for pedagogy as well as further research.

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 IMPACT OF VETOM 20.76 BASED ON PREDATORY FUNGUS ARTHROBOTRYS OLIGOSPORA ON THE LEUCOCYTES IN THE GEESE BLOOD

2019 ◽  
pp. 103-108
Author(s):  
N. S. Iakovleva ◽  
G. A. Nozdrin ◽  
M. S. Iakovleva ◽  
S. N. Tishkov ◽  
A. I. Shevchenko
Keyword(s):  
Live Weight ◽  
Control Group ◽  
Group 2 ◽  
The Impact ◽  
Higher Doses ◽  
Leukocyte Concentration ◽  
Experimental Group ◽  
Different Doses ◽  
Group 1

The paper demonstrates the results on the effect of new specimen Vetom 20.76 on concentration of leukocytes in the blood of geese on the basis of the predatory fungus Artusbotus oligospora. In order to achieve the goal of the experiment, one control group and six experimental groups were arranged on the principle of paired analogues. Each group contained 10 geese aged 1 month. The geese from the experimental groups received Vetom 20.76 in different doses in the morning with water once a day: the geese of the 1st experimental group - dose of 0.5 ppm/kg of live weight during 15 days; 2nd experimental group - 1 ppm/kg of live weight during 15 days; 3rd experimental group - 2 ppm/kg of live weight during 15 days, 4th experimental group - 0.5 ppm/kg live weight during 30 days, 5th experimental group - 1 ppm/kg live weight during 30 days and 6th - 2 ppm/kg live weight during 30 days. The geese of control group didn’t receive the specimen. The concentration of leukocytes in the blood of experimental geese increases in the period of specimen application as well as in the period of its aftereffect. If Vetom 20.76 is prescribed for 15 days, the effect of leukopoiesis stimulation finishes on the 30th day. If the specimen is applied during 30 days, the leukocytes in the blood continue to increase up to the 60th day. This long-term application of Vetom 20.76 dosed 0.5ppm/kg increases leucocytes within the physiological norm. Application of higher doses (1 and 2 ppm/kg) the leukocyte concentration conforms to the physiological norm

scholarly journals The impact of students’ generating and answering questions on their performance

2021 ◽  
Vol 8 (12) ◽  
pp. 56-62
Author(s):  
Anas Mohammed Alshalan ◽  
Keyword(s):  
Student Performance ◽  
Research Question ◽  
Control Group ◽  
Research Groups ◽  
The Mean ◽  
Research Experiment ◽  
Group 2 ◽  
The Impact ◽  
Experimental Group ◽  
Group 1

The aim of the research is to measure the effect of students' use of the strategy of writing questions and answering them on their achievement performance. The researcher used the achievement test to measure the differences between variables, and checked the research tool from validity-consistency-experimental application. But for the implementation of the research experiment, the students were divided into three groups, namely: The experimental group 1 (generating questions and answering them by the learners in groups), the experimental group 2 (forming and answering the questions of the learners individually), and the control group (forming questions by the teacher). In addition, the researcher used the mean and standard deviation to answer the research question and compare student performance in all three research groups. The results showed that there were significant differences between the averages of the research groups, as the experimental group 2 achieved a higher average (26,474) than the experimental group 1 (24,333) and the control group (24,857).

The Impact of Focused Mini Grammar Lessons on Iranian EFL Learners’ Most Frequent Grammatical Errors in Writing

2018 ◽  
Vol 8 (12) ◽  
pp. 1740
Author(s):  
Maryam Moazzeni Limoudehi ◽  
Omid Mazandarani ◽  
Ali Arabmofrad
Keyword(s):  
Corrective Feedback ◽  
Intermediate Students ◽  
Efl Learners ◽  
Study Materials ◽  
Grammatical Errors ◽  
Word Writing ◽  
And Control ◽  
The Impact ◽  
Experimental Group ◽  
Grammar Lessons

Corrective feedback (CF) is still a controversial issue among researchers. The present study took a new approach and investigated the effect of CF in the form of focused mini-grammar lessons with self-study materials in a group of 24 Iranian EFL learners at an Iranian language institute. The learners were randomly assigned into experimental and control groups; each class consisting of 12 male intermediate students aged between 14 and 17 years participated in the study for two and a half months All the participants produced 200-250 word writing samples in three pre-tests on pre-determined topics based on which their three most recurring grammatical errors were identified. Next, the learners in the experimental group received nine sessions of the treatment on their faulty structures. Both groups took part in three post-tests, and wrote on the same topics the results of which were assessed by two raters. Descriptive statistics revealed improvement of the experimental group; also inferential analysis of the data indicated significant progress resulting from CF contrary to some opposing suggestions in the literature.

The impact of the articulatory properties of phonemes on the evolution of preschool children's writing

2010 ◽  
Vol 31 (4) ◽  
pp. 693-709
Author(s):  
MARGARIDA MARTINS ◽  
CRISTINA SILVA ◽  
MIGUEL PEREIRA
Keyword(s):  
Control Group ◽  
Writing Programs ◽  
Phonological Skills ◽  
Acoustic Flow ◽  
Geometric Shapes ◽  
Children's Writing ◽  
Group 2 ◽  
The Impact ◽  
Experimental Group ◽  
Group 1

ABSTRACTOur aim was to analyze the impact of the characteristics of occlusive versus fricative phonemes used in writing programs on the evolution of preschool children's writing. The participants were 39 5-year-old graphoperceptive children. Their intelligence, number of letters known, and phonological skills were controlled. Their writing was evaluated in a pretest and a posttest using words beginning with fricatives and occlusives. Between the two tests, experimental Group 1 trained the associations between letters and occlusive phonemes and experimental Group 2 between letters and fricative phonemes. The control group classified geometric shapes. Both experimental groups achieved better results than the control group. There were no differences between the experimental groups concerning the use of F, V, Z, and P; but experimental Group 1 achieved better results for B and D. The program that led children to think about the relationships between speech and writing under linguistically more complex conditions, which involves the mobilization of occlusive phonemes, seems to be more effective in the generalization of phonetization procedures than the program that mobilizes phonemes that are easier to isolate within the acoustic flow, such as fricative phonemes.

scholarly journals Vocabulary Acquisition Through Multimedia In An Iraqi EFL Context

2021 ◽  
Vol 58 (1) ◽  
pp. 2492-2501
Author(s):  
Asst. Lec. Suaad Abdul Ameer Meteab, Asst. Prof. Saadiya Wudaa Alquraishy
Keyword(s):  
Vocabulary Acquisition ◽  
Positive Influence ◽  
Control Group ◽  
Control Group Design ◽  
Efl Learners ◽  
Post Test ◽  
Youtube Videos ◽  
Group 2 ◽  
Experimental Group ◽  
Group 1

The aim of this study is to investigate the effectiveness of using two types of multimedia techniques (PowerPoint and YouTube  videos) on Iraqi EFL learners’ vocabulary acquisition. To achieve the objective of this study, a Non- Randomized  pre- post- test control group design  has been used. The sample of the study consisted of 75 EFL learners at the intermediate level. The sample is divided into three groups: an experimental group 1 (25) learners, an experimental group 2 (25) learners and a control group (25) learners. The experimental group 1 was taught vocabulary by watching PowerPoint presentations, the experimental group 2 was taught vocabulary by watching YouTube videos, while the control group was taught by using the traditional method of teaching vocabulary. The results revealed that multimedia techniques have a positive influence on enhancing vocabulary acquisition.

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

The Effect of Immediate vs. Delayed Oral Corrective Feedback on the Writing Accuracy of Iranian Intermediate EFL Learners

2016 ◽  
Vol 6 (9) ◽  
pp. 1780
Author(s):  
Hasti Yasaei
Keyword(s):  
English Language ◽  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Significant Difference ◽  
Oral Corrective Feedback ◽  
Quasi Experimental ◽  
Writing Accuracy ◽  
Group 2 ◽  
Experimental Group

This research used the quasi-experimental design to investigate the effects of immediate vs. delayed oral corrective feedback (CF) on the writing accuracy of Iranian intermediate EFL learners. A Nelson English Language Test (section 200 A) was used to homogenize three classes, two of which then were randomly assigned to experimental group and one to control group. During the treatment, the experimental group 1 received immediate oral CF through a face-to-face negotiation between the teacher and each individual after an error was made by a learner. The experimental group 2 received delayed oral CF in which learners received oral CF some time after an error was made by a learner. The control group received direct correction. After a 16-session treatment, the results of the post-test indicated a significant difference between the three groups.

scholarly journals From Instructed Writing to Free-Writing: A Study of EFL Learners

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402110071
Author(s):  
Saleh Alharthi
Keyword(s):  
Control Group ◽  
Writing Program ◽  
Structured Interviews ◽  
Writing Assignments ◽  
Efl Learners ◽  
Free Writing ◽  
Efl Students ◽  
Structured Writing ◽  
The Impact ◽  
Experimental Group

Writing is an intricate process that encompasses various factors and is a key skill for English as a Foreign Language (EFL) students. Thus, writing assignments are vital for any curriculum. One of the essential aspects of effective writing includes good grammar knowledge. Advocates of process writing argue that a free-writing journal is a practical approach to teaching EFL students writing. This study is intended to examine the impact of the free-writing journal on EFL learners. This study was conducted on 80 students from a writing course at the University. Thirty-five students were randomly selected to join the free-writing program—the experimental group—and 45 students were kept in their regular structured writing program—the control group. The experimental group selected topics of interest to them and was encouraged to write in English freely without concern for errors, whereas the control group followed a regular structured writing program where the topics were selected for them and they wrote following a clear guideline. Five major areas were investigated to evaluate students’ progress: the number of words written, spelling, capitalization, subject-verb agreement, and punctuation. The researcher conducted semi-structured interviews with 10 students of the experimental group to elicit their perception of the free-writing program. According to the analysis, students in the free-writing program acquired better grammar acquisition than the control group. The researcher also observed students’ perception of free-writing at the end of the study and found that free-writing improved their writing skills.

scholarly journals The Impact of Smartboard on Preparatory Year EFL Learners’ Motivation at a Saudi University

2017 ◽  
Vol 8 (3) ◽  
pp. 172
Author(s):  
Waqar Ahmad ◽  
Zuraina Ali ◽  
Muhammad Aslam Sipra ◽  
Imtiaz Hassan Taj
Keyword(s):  
Teaching And Learning ◽  
Control Group ◽  
Efl Learners ◽  
Saudi Students ◽  
Significant Difference ◽  
Literature Reviews ◽  
Preparatory Year ◽  
And Control ◽  
The Impact ◽  
Experimental Group

Smartboards, which are now widely used in the teaching and learning process in Saudi Arabia, have turned the traditional environments of the classrooms, especially the EFL classrooms to be more interesting and encouraging. Literature reviews suggest that Saudi students usually lack motivation for studying English as a foreign language. This study tends to investigate the impact of Smartboards on preparatory year EFL learners motivation at a Saudi university. Two intact groups were selected, in which one was termed as experimental and the second as control group. The experimental group was taught using the Smartboard while the control group was taught with the traditional whiteboard, pen and book method. The treatment was given for seven weeks. A questionnaire was administered to both the groups at the beginning and the end of the study. The data was analysed using the SPSS and the results showed that there was significant difference between the experimental and control groups in terms of motivation.  

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