Record Details

The Effect of Corrective Feedback Modalities on ‎Second Language Post- Speaking Activities among ‎Iranian Pre-intermediate EFL Learners

Advances in Asian Social Science

View Archive Info
 
 
Field Value
 
Title The Effect of Corrective Feedback Modalities on ‎Second Language Post- Speaking Activities among ‎Iranian Pre-intermediate EFL Learners
 
Creator Eini, ‎Massoume; ‎Department of TEFL, Science and Research Branch, Islamic Azad University, Khouzestan, Iran‎
Gorjian, Bahman; Department of TEFL, Abadan Branch, Islamic Azad University, Abadan, Iran
Pazhakh, Abdolreza; ‎Department of TEFL, Abadan Branch, Islamic Azad University, Abadan, Iran.‎
 
Subject Teacher corrective feedback; peer corrective feedback; post-speaking activities
 
Description Abstract-This research project reported on the study regarding the effect of teacher and peer feedback in post-speaking activities among 120 second-grade Iranian students selected from three different classes in Islamic Azad University, Ahvaz branch, through random judgment sampling. It was hypothesized that there would be no significant difference between the mean scores of the students who completed the experiment with teacher corrective feedback and peers corrective feedback. 84 homogeneous students were selected and divided randomly into three groups of 28 students, two experimental classes and one control group. Three groups took part in a pre-test derived from Hill’s book (1995); their performances were estimated through Hughes’ (2003) checklist. In the next stage, they worked on Hill’s (1995) five units, during five sessions of treatment, one unit separately in each session, one group with peer corrective feedback in which students themselves corrected each other and the other group with teacher corrective feedback which teacher was responsible for student's mistakes correction, while the control group received some placeboes on speaking activities. At the end of instruction the three groups participated in a post-test derived from Hill’s (1995). A One-Way ANOVA test was used to analyze data to compare the results of both pre-test and also post–test. A post-hoc scheffe test was utilized to compare groups’ means. Findings indicated that the class with teacher corrective feedback outperformed the peer corrective feedback and control groups (p<.001). To teachers, feedback is an important element in improving teaching and facilitating learning. By using feedback teachers can discover students' weaknesses in different part and work on them. Even in curriculum we should not forget the role of feedback in language teaching and learning. In this study we observed that feedback which suggested by teacher was more effective than peer corrective feedback. We can use this kind of feedback in different activities and for students.
 
Publisher World Science Publisher
 
Contributor —
 
Date 2013-05-02
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
—
 
Format application/pdf
 
Identifier http://worldsciencepublisher.org/journals/index.php/AASS/article/view/1188
 
Source Advances in Asian Social Science; Vol 4, No 2 (2013); 810-814
2167-6429
 
Language eng
 
Relation http://worldsciencepublisher.org/journals/index.php/AASS/article/view/1188/944
 
Rights Copyright NoticeProposed Creative Commons Copyright Notices1. Proposed Policy for Journals That Offer Open AccessAuthors who publish with this journal agree to the following terms:Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).Proposed Policy for Journals That Offer Delayed Open AccessAuthors who publish with this journal agree to the following terms:Authors retain copyright and grant the journal right of first publication, with the work [SPECIFY PERIOD OF TIME] after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).