Developing a conceptual model of effective factors in corrective feedback used among english language learners

Biannual Journal of Education Experiences

دوره 4، شماره 2 - شماره پیاپی 7، اسفند 2021، صفحه 31-50   

نوع مقاله: Original Article

نویسندگان

Mohammad Rahimi¹؛ shahram Afraz^{* 2}؛ Amin Karimnia³

¹PhD Candidate, Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran

²Assistant Professor, Department of English Language , Qeshm Branch, Islamic Azad University, Qeshm, Iran

³Associate Professor, Department of English Language, Fasa Branch, Islamic Azad University, Fasa Iran

چکیده

The purpose of this study is to develop a conceptual model of effective factors in corrective feedback among English language learners. This research has a mixed, exploratory and inductive method. The statistical population of this study includes all university teachers and English language teachers in Lamerd who have been selected by chain reference method. In the qualitative Phase, the sampling method was purposeful and snowball sampling. And from these teachers, 14 people were purposefully and snowball selected, answered the questionnaire through semi-structured interviews. Also, in the second part of this research, after obtaining the conceptual model of the research, sampling was performed using the Cochran's formula including 384 people in terms of Google Form. The interview questions were entered in MAXQDA 2018 software and analyzed. The conceptual model of the research was then fitted by IBM Amos 24 software. The results also showed that structural rules and types of errors, teacher-related factors, learners-related factors, environmental and educational factors affect correctional feedback by 0.71, 0.87, 0.74 and 0.69, respectively.

کلیدواژه‌ها

Keywords: Grounded Theory Approach؛ Corrective Feedback؛ English Learners

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