Designing and Validating a New Corrective Feedback Preferences Scale: Targeting Contextual Particularities

Journal of New Trends in English Language Learning

دوره 1، شماره 1، تیر 2022، صفحه 27-42   

نوع مقاله: Original Article

شناسه دیجیتال (DOI): 10.30495/jntell.2022.693984

نویسندگان

Mohammad Rahimi¹؛ Shahram Afraz^{* 2}؛ Amin Karimniya³

¹Qeshm Branch, Islamic Azad University, Qeshm, Iran

²Qeshm Branch, Islamic Azad University, Qeshm, Iran

³Fasa Branch, Islamic Azad University, Fasa, Iran

چکیده

The current study was an attempt to explore the underlying factor structures of the new TPCF questionnaire designed to determine EFL teachers’ perceptions of the effectiveness of corrective feedbacks. To this end, 150 male and female EFL teachers from private language institutes were conveniently selected to participate in the study. To come up with a suitable sample for construct validation (factor analysis), care was taken to select at least 125 participants (5 participants per item included in the final version of TPCF). The participants were aged from 27 to 38 years old.  Two research instruments were utilized in the current study including an interview and a newly designed questionnaire by the researcher in the field. The findings revealed that underlying factor structures of the new TPCF included type of error & type of CF, time of feedback & teachers’ strategy, proficiency level & preplanning, perceived by learners, negative impression & gender difference, dominance, correction & CF enhancement. In addition, a new TPCF questionnaire designed for EFL teachers’ perceptions of the effectiveness of corrective feedbacks. Eventually, the implications of the study are presented. These findings have some implications for EFL teachers, learners, curriculum designers, and researchers.
 

کلیدواژه‌ها

Corrective Feedback؛ Designing and validating؛ The EFL teachers’ perceptions of CFs (TPCF)؛ TPCF questionnaire

مراجع

Budiani, A. F. (2011). The strategies of giving corrective feedback used by male and female native-American teachers in the classroom. Unpublished master’s thesis, Petra Christian University, Surabaya

Corpuz, V. S. (2011). Error correction in second language writing: Teachers’ beliefs, practices, and student’s preferences. Unpublished master’s thesis. University of Technology Faculty of Education, Queensland.

Ellis, R. (2008). The study of second language acquisition. Oxford: Oxford University Press.

Farrokhi, F. (2011). Teachers’ stated beliefs about corrective feedback in relation to their practices in EFL classes. Research on Foreign Languages Journal of Faculty of Letters and Humanities, 2(3), 91-131.

Fukuda, Y. (2004). Treatment of spoken errors in Japanese high school oral communication classes. Unpublished master’s thesis, California State University, San Francisco.

Hendrickson, J. M. (1978). Error correction in foreign language teaching: Recent theory, research, and practice. Modern Language Journal, 62, 387-398.

Larsen-Freeman, D. (2000). Techniques and principals in language teaching (2nd ed.). Oxford: Oxford University Press.

Lyster, R. & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation form in communicative classrooms. Studies in Second Language Acquisition, 19, 37-66.

Mersi, F. (2012). The relationship between gender and Iranian EFL learners’ foreign language classroom anxiety. International Journal of Academic Research in Business and Social Sciences, 2 (6),147-156.

Rassaei, E. (2010). The effect of gender on error correction: An SLA perspective. ELT Weekly, 59.

Richards, J. C. & Rodgers, T. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press.

Russell, J. & Spada, N. (2010). The effectiveness of corrective feedback for the acquisition of L2 grammar. In J.M. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching, (pp. 133-164). Amsterdam: Benjamins.

Smith, H. (2010). Correct me if I’m wrong: Investigating the preferences in error correction among adult English language learners. Unpublished master’s thesis. The University of Central Florida, Orlando.

Yoshida, R. (2008). Teachers’ choice and learners’ preference of corrective feedback types. Language Awareness, 17 (1), 78-93.

Zarei, N. (2011). The relationship between gender and corrective feedback. Online Journal of ICT for Language Learning, 5, 11-29.