The Effect of Corrective Feedback Modalities on Second Language Post- Speaking Activities among Iranian Pre-intermediate EFL Learners
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| Title | The Effect of Corrective Feedback Modalities on Second Language Post- Speaking Activities among Iranian Pre-intermediate EFL Learners |
| Authors | |
| Abstract | 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 |
| Date | 2013-05-02 |
| Source | 2167-6429 |
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