The direct and indirect effect of corrective feedback in speaking accuracy on L2 learners in Iranian EFL context

Journal of Teaching English Lnaguage Studies

مقاله 5، دوره 4، شماره 3، اردیبهشت 2016، صفحه 49-64   

نویسندگان

Pegah Javadi؛ Bahador Sadeghi

Islamic Azad University of Takestan, Iran

چکیده

The purpose of the current study was to investigate the effects of direct and indirect corrective
feedback on Iranian intermediate EFL learners’ speaking accuracy. This present research aimed
to investigate the differential impact of recast and metalinguistic feedback on speaking
performance of EFL learners. To do so, After administering a Nelson test to have a
homogeneous sample a total number of 61 EFL learners ranging from 15 to 40 years old were
selected. They were randomly divided into three groups. Two classes were assigned to serve as
an experimental groups which received direct and indirect corrective feedback, and the other
class as control group. For pre and post-tests all groups were given different pictures to measure
the learners speaking accuracy. In order to treatment, The classes last for 8 sessions in 4 weeks.
The results of the One-Way Anova and Post Hoc Tukey Hsd Test showed that, there exists a
significant difference among the speaking accuracy measures in the three groups and the
experimental groups who received corrective feedback outperformed the control group who did
not receive any feedback. In other words, first of all both CF types were effective in post test and
secondly between the two CF types metalinguistic feedback was more effective than recast.

کلیدواژه‌ها

Direct corrective feedback؛ Indirect corrective feedback؛ Recast؛ Metalinguistic Feedback؛ Speaking accuracy؛ Accuracy

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