Investigating the Effects of Online and Traditional Modes of Corrective Feedback on the Iranian EFL Learners' Writing Quality

Journal of Language and Translation

دوره 12، شماره 4، دی 2022، صفحه 77-86   

نوع مقاله: Research Articles

شناسه دیجیتال (DOI): 10.30495/ttlt.2022.696796

نویسندگان

Sahar Farrahi Avval¹؛ Hassan Asadollahfam^{* 1}؛ Bahram Behin²

¹English Department, Bonab Branch, Islamic Azad University, Bonab, Iran

²English Department, Shahid Madani University, Tabriz, Iran

چکیده

Corrective feedback (CF) is an inseparable part of second language acquisition (SLA) and has been the focus of numerous studies since the concept of CF was introduced in the field of SLA. This study focused on investigating the differences between two modes of providing CF, namely, online and traditional modes, which would affect Iranian EFL learners’ writing ability. To serve this purpose, 317 EFL learners from four language schools in Tabriz took the TOEFL: 271 participants scored between 477 and 510, the scores of 164 of them fell between ±1SD, and 66 of them agreed to participate in the study who were asked to deliver a 200-word composition. Their compositions were analyzed based on CAF (complexity, accuracy, and fluency). They were then divided into two groups; one group underwent a treatment of 10 sessions of online chatting (1 hour each session), and the other group was asked to deliver 10 writing tasks. Afterward, all participants were asked to deliver another 200-word writing task. These tasks were analyzed based on the CAF criteria. The obtained results proved a significant difference between the writing ability of the participants receiving CF through online sessions and that of those receiving CF in traditional mode. The findings implicate that EFL teachers could be encouraged and allowed to use up-to-date ways of providing CF if more development in the teaching and learning of English as a second language is anticipated.
 

کلیدواژه‌ها

CAF؛ CF؛ Online sessions؛ SLA

مراجع

Adrada-Rafael, S. and M. Filgueras-Gómez (2019). Reactivity, the language of think-aloud protocol, and depth of processing in the processing of reformulated feedback. The Routledge handbook of second language research in classroom learning, Routledge: 199-211.

Al Hajri, F. and R. Al-Mahrooqi (2013). "Student perceptions and preferences concerning instructors’ corrective feedback." Asian EFL Journal 70(2): 2853.

Aljaafreh, A. and J. P. Lantolf (1994). "Negative feedback as regulation and second language learning in the zone of proximal development." The Modern Language Journal 78(4): 465-483. https://doi.org/10.2307/328585

Bataineh, M. Z. (2014). "A review of factors associated with student’s lateness behavior and dealing strategies." Journal of Education and Practice 5(2): 1-7. https://e-journa .usd.ac. id/index. PHP/IJIET/article/view/2573/1927

Berkant, H. G. et al. (2020). "The effects of different types of written corrective feedback on students’ texting mistakes. "English Language Teaching Educational Journal 3(3): 174-187.https://doi.org/ 10.12 928 /elte j.v3i 3.3136    

Ellis, R. (2009). "Corrective feedback and teacher development." L2 Journal 1(1). http://dx.doi.org/10.5070/L2.V1I1.9054

Fadilah, E. (2018). "Oral corrective feedback on students’ grammatical accuracy and willingness to communicate in EFL classroom: the effects of focused and unfocused prompts." Senior Editor: Paul Robertson: 232.

Ferreira, A., et al. (2007). "A study of feedback strategies in foreign language classrooms and tutorials with implications for intelligent computer-assisted language learning systems." International Journal of Artificial Intelligence in Education 17(4): 389-422.        

Ferris, D. R. (2010). "Second language writing research and written corrective feedback in SLA: Intersections and practical applications." Studies in Second Language Acquisition 32(2): 181-201. https://doi. org/10.1017/ S0 27226310 9990490  

Ghahari, S. and M. Piruznejad (2017). "Recast and explicit feedback to young language learners: Impacts on grammar uptake and willingness to communicate." Issues in Language Teaching 5(2): 209-187. https://doi.org/ https://dx .doi.org/10.22 054/ilt.2017.8 058           

Haifaa, F. and M. Emma (2014). "Oral corrective feedback and learning of English modals." Procedia-Social and Behavioral Sciences 136: 322-329. http://dx.doi.org/10.1016/j.sbspro.2014.05.337

Hinkel, E. (2011). Corrective feedback in language teaching. Handbook of research in second language teaching and learning, Routledge: 611-628.

Hyland, F. (2003). "Focusing on the form: Student engagement with teacher feedback." System 31(2): 217-230. https://doi.org/10.1016/S0346-251X (03 )000 21-6

Hyland, K. and F. Hyland (2006). "Feedback on second language students' writing." Language Teaching 39(2): 83-101.https://doi.org/10.1017/S0261444806003399

Karim, K. and H. Nassaji (2019). "The effects of written corrective feedback: A critical synthesis of past and present research." Instructed Second Language Acquisition 3(1): 28-52. http://d x.doi.org/10.155 8/isla.37949

Kepner, C. G. (1991). "An experiment in the relationship of types of written feedback to the development of second-language writing skills." The Modern Language Journal 75(3): 305-313.

Long, M. (1996). "The role of the linguistic environment in second language acquisition." Handbook of second language acquisition.

Lyster, R. (1998). "Negotiation of form recasts, and explicit correction about error types and learner repair in immersion classrooms." Language Learning 48(2): 183-218.   https://d  oi.org/1 0.11 11/j.1467-1770.2001.tb00019.x

Lyster, R. and L. Ranta (1997). "Corrective feedback and learner uptake: Negotiation of form in communicative classrooms." Studies in Second Language Acquisition 19(1): 37-66. http://dx.doi.org/10.1017/S0272263197001034

Muncie, J. (2000). "Using written teacher feedback in EFL composition classes."

Nelson, M. M., & Schunn, C. D. (2009). The nature of feedback: How different types of peer feedback affect writing performance. Instructional Science, 37(4), 375-401. https://ps ycnet.apa.o rg/DOI/10.1007/s11251-008-9053-x

Qi, D. S. and S. Lapkin (2001). "Exploring the role of noticing in a three-stage second language writing task." Journal of Second Language Writing 10(4): 277-303. https://doi.org/10.1016/S1060-3743(01)00046-7   

Radecki, P. M. and J. M. Swales (1988). "ESL student reaction to written comments on their written work." System 16(3): 355-365.https://doi.org/10.1016/0346-251X %2888%2990078-4

Rassaei, E. (2017). "Video chat vs. face-to-face recasts, learners’ interpretations and L2 development: A case of Persian EFL learners." Computer Assisted Language Learning 30(1-2): 133-148. https://d oi.org/10.1080/09588221.2016.1275702

Rassaei, E. (2019). "Computer-mediated text-based and audio-based corrective feedback, perceptual style, and L2 development." System 82: 97-110. https://doi.org/10.1016/j.system.2019.03.004

Robb, T., et al. (1986). "Salience of feedback on error and its effect on EFL writing quality." TESOL Quarterly 20(1): 83-96. https://doi.org/10.2307/3586390

Sachs, R., and C. Polio (2007). "Learners’ uses of two types of writing feedback on an L2 writing revision task." Studies in Second Language Acquisition 29(1): 67-100.https:// doi.org/10 .1017/S027 2263107070039

Truscott, J. (1996). "The case against grammar correction in L2 writing classes." Language learning 46(2): 327-369. https://doi.org/10.1111/j.1467-1770.1996.tb01238.x

Yang, L. and L. Zhang (2010). "Exploring the role of reformulations and a model text in EFL students’ writing performance." Language Teaching Research 14(4): 464-484https://doi.org/10.1 1 77 /1 362168810375369

Yu, S., et al. (2020). "Written corrective feedback strategies in English-Chinese translation classrooms." The Asia-Pacific Education Researcher 29(2): 101-111. https://do i.org/10.100 7 /s 40 299-01 9-00456-2