Iranian EFL Students’ Perceptions and Preferences for Teachers’ Written Feedback: Do Students’ ideas Reflect Teachers’ Practice? (original) (raw)
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The study investigated the impacts of different techniques of providing teacher written corrective feedback on Iranian EFL Elementary students' writing accuracy. Four feedback strategies (direct feedback, indirect feedback, indirect feedback followed by direct feedback with explicit corrective comments, and no feedback) were used in this study. Forty elementary EFL learners were at random assigned into four feedback groups. Participants in each group produced two narrative essays. They received teacher written corrective feedback in two segments for the first essay and subsequently produced two revised drafts. The errors on each of the four compositions were counted to be compared and analyzed between the groups in each of the writing stages. Data analysis indicated that participants in all three treatment groups made more accurate essays as they passed each writing stage. In other words, the mean number of errors of all three treatment groups decreased significantly in each writing stage. In terms of grammatical accuracy, the treatment groups considerably outperformed the no- feedback control group. The results indicated that teacher corrective feedback was effective in terms of reducing students' grammatical errors in production of new essays.
The Effects of Corrective Feedback on Iranian EFL Learners' Writing
Matching the expectations of teachers and learners is vital for successful learning. Few studies have investigated the effects of corrective feedback on Iranian EFL learners. Therefore, this study aimed to bridge this gap. To this end, the sample of 180 male and female teachers, who taught language courses in an English Language Teaching program in language institutes in Zanjan, and 350 learners, chosen through stratified random sampling, formed the participants of the study. Two standard instruments were used in this study-PET Test and Fukuda's (2004) Feedback Questionnaire. The findings suggest that learners believed that corrective feedback had a significant effect on their writing but the teachers did not think so. It is concluded that most of the feedback given by teachers were concentrated on grammatical errors and that the teachers' views on feedback are based on the context, which might origin from absence of sufficient teacher training. With this in mind, giving feedback, or rather the right kind of feedback should perhaps play a better role in teacher education. The fact that feedback is based on each context may be positive as learners are different and teacher trainees might still take advantage from studying the provision of feedback.
English Language Teaching, 2011
This study was an attempt to compare EFL teachers' and intermediate high school students' perceptions of written corrective feedback on grammatical errors and also to specify their reasons for choosing comprehensive or selective feedback and some feedback strategies over some others. To collect the required data, the student version of questionnaire developed for the purposes of this study was distributed to 100 intermediate high school students who were selected based on their scores on a proficiency test. The matching teacher version of the above-mentioned questionnaire was also distributed to 30 EFL teachers in language institutes. Semi-structured interviews with 8 teachers and 10 students were also carried out to provide more in-depth and qualitative data. Results showed that there are some important differences as well as similarities between teachers' and students' perceptions of written corrective feedback on grammatical errors. In addition, some unexpected differences in EFL teachers' perceptions of written corrective feedback were found. Overall, the present study can have some insightful implications for the field of EFL writing instruction.
The Study of the Effects of Corrective Feedback on Iranian EFL Students' Writing
English Language Teaching, 2016
Corrective feedback (CF) and its subsequent impacts on language learning is one of the most important fields of the language studies which has newly grabbed a lot of attention. There is a considerable amount of research investigating corrective feedback and error. What had not been researched extensively yet was the investigation of the effects of corrective feedback on Iranian EFL learners. Few researches have studied on the effects of corrective feedback on Iranian EFL learners. To this purpose, 180 male and female teachers(purposive sampling) who were teaching EFL classes in an ELT program in foreign language institutes in Zanjan, Iran and 350 students chosen through stratified random sampling(from 4000 English language learners by Morgan's sample size). Three instruments were used in this research. PET Test, a questionnaire used by Fukuda (2004) and the next one was Hamouda (2011). The findings suggested that corrective feedback had a significant effect on their writing, but the teachers did not think so. In terms of perceptions about the effect of corrective feedback on the correct writing of English language students, there is a significant difference between the group of students and teachers. It is concluded that most of the feedback given by teachers was concentrated on grammatical errors whom teachers' view of feedback was based on the context, which might origin from the absence of sufficient teacher training. The fact that feedback was based on each context may be positive, because all students were different, even teacher trainees might still take advantage from studying the provision of feedback. Pedagogical implications extracted to assist English language instructors to be informed of the advantages and values of the many types of corrective feedback, to effectively establish the necessary activities in the classroom, and to successfully supply the students with appropriate kind of oral corrective feedback.
The Effect of Written Corrective Feedback on Iranian EFL Students’ Writing
Procedia - Social and Behavioral Sciences, 2013
First, this study investigated the effect of dynamic written corrective feedback (DWCF) on writing abilities such as accuracy, fluency and complexity. Second, it investigated the effect of DWCF on grammar instruction. The core component of the treatment included having students write a paragraph for 10 minutes each session of treatment. Then the instructor provided students with coded feedback on their daily writing, and encouraged them to apply what they had learned in subsequent writing. After the treatment, the same pre-tests were given to the participants in order to measure the effectiveness of the instructional approaches in each group. In order to answer the research questions, independent t-tests were run and it indicated that the effect of DWCF on writing accuracy and grammar instruction was much greater than its effect on fluency and complexity. The results of this study are considered to be useful in methodological issues related to writing ability, grammar instruction and error correction techniques.
Islamic Azad University- Isfhan Branch, 2019
This study explored teachers’ practices and students’ preferences regarding grammar-centered written corrective feedback (WCF) in an Iranian EFL context. Semi-structured interviews were used to collect data from 14 teachers and 15 students, teaching and taking English at different proficiency levels. The data analysis identified three thematic categories in the interview responses: error correctors, amount of WCF, and WCF methods. The findings showed that the teachers mostly provided teacher-generated grammar feedback since they believed that their students preferred this type of correction. Additionally, the students preferred teacher-generated feedback. Also, the teachers mostly gave comprehensive feedback on the grammatical errors, because they thought comprehensive correction was perceived positively by their students. This, similarly, was preferred by the students. Moreover, the teachers stated that their students liked direct grammar feedback; the students also reported their preference for direct WCF. Overall, the teachers were aware of their students’ preferences, so they provided the kind of feedback their students were most likely to effectively engage with.
Iranian Learners and Teachers on Written Corrective Feedback: How Much and What Kinds?
2015
Different studies have shown the effectiveness of different kinds of written corrective feedback (WCF) on L2 writing. Now the question is whether there is a mismatch between the preferences and opinions of learners and teachers about the usefulness of different types and amounts of written corrective feedback. To answer this question, the present study tried to investigate and compare Iranian EFL learners and teachers' opinions regarding the amount of, the kinds of WCF, and different kinds of errors. 54 English learners and 24 English teachers took part in this study. Using written questionnaires, both qualitative and quantitative data were collected. The results showed that though there are few significant differences in Iranian learners and teachers' opinions regarding the amount and kinds of WCF, they have almost similar ideas in how much and what types of WCF, and error correction to be given to learners, and why.
Investigating the effects of two types of feedback on EFL students' writing
The present study is an attempt to investigate the effect(s) of providing feedback on EFL students' writing performance at Islamic Azad University of Hamedan. To do this, 60 EFL students enrolled in Advanced Writing classes, in which the focus is on developing students' composition skills, were randomly assigned to three groups: a control group, a direct-correction experimental group and an uncoded-feedback experimental group. The study lasted 7 weeks in the course of which the participants had to write paragraphs on the topics assigned on a weekly basis. The papers were all read by the researcher teacher and returned back to the students providing direct corrections on the errors made on participles and resumptives(two problematic areas to Iranian learners of English) to those in the first experimental group, uncoded feedback on such errors to those participants in the second experimental group, and no feedback to those in the control group.The results of a one-way ANOVA indicated that teacher feedback was a significant factor influencing students' writing performance in the two experimental groups. The results also pointed to a significant difference in the performance of the students in uncoded-feedback group over those in the direct-correction feedback group and no-feedback control group. The results of the study support the claim that error feedback in general helps in EFL learners' better writing performance and that uncoded feedback, compared with direct corrections, is providing a more effective strategy to react to students' writings.
Dedication I dedicate this work to my parents for their support and prayers; and to my wife, for her continuous support, patience, and encouragement; and to my dear children for their love, support, and understanding. 3 Acknowledgments First and foremost, I praise and glorify Allah for enabling me to finish this work. Heart felt gratitude is expressed to Nile Valley University, College of Graduate Studies and Scientific Research represented in all faculty members. Also, I would like to express my great gratitude to my advisor and teacher Prof. Ibrahim Al-Faki for his guidance and support, and invaluable suggestions throughout the study.
The effects of teacher feedback on ESL/EFL students' writing
Feedback is considered an inherent part and important element in instructional design and it has strong foundation in major learning theories. Feedback is a crucial part in learning and instruction, including language learning and language instruction. In language learning and language instruction, including writing in English as a second or foreign language context, the vital role of feedback in students' learning is evident. Feedback provides them with information about what is good and what needs to be improved so that they can incorporate and use the feedback in their revisions and the final product of their writing. The purpose of this paper is to discuss the different feedback strategies and explore their effects in terms of grammatical accuracy and writing quality in ESL/EFL context. The author finds it useful when applying teacher corrective feedback to help students in improving grammatical accuracy in writing their essays.