از خطاها تا چیرگی: بررسی تأثیرات همدرس تصحیحی بر مهارت های نوشتاری زبان دوم (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
برقراری ارتباط مؤثر در دنیای امروز، چه مجازی و چه غیرمجازی، مستلزم داشتن چیرگی بر مهارت های نوشتاری است. گسترش چنین مهارت هایی نیازمند آموزش مداوم و بازخورد سازنده است. پژوهش های بسیاری تأثیر بازخورد مدرس بر زبان آموزان را بررسی کرده است. تاکنون، اثربخشی تکنیک همدرس تصحیحی، به عنوان شکلی از بازخورد اصلاحی، بر کاهش خطاهای نوشتاری فارسی آموزان غیرایرانی به طور گسترده بررسی نشده است. برای رفع این کاستی، پژوهش حاضر اثربخشی این تکنیک را بر مهارت های نوشتاری 47 فارسی آموز مرد و زن از ملیت های مختلف بررسی کرده است. شرکت کنندگان با استفاده از روش نمونه گیری هدفمند غیرتصادفی انتخاب و به دو گروه شامل چهار کلاس جداگانه تقسیم شدند. پیش از اجرای تکنیک همدرس تصحیحی، برای هر دو گروه یک پیش آزمون اجرا شد. در گروه آزمایش، شش جلسه تکنیک همدرس تصحیحی اجرا شد و پس از آن، پس آزمون انجام گرفت. با واکاوی خطاهای نوشتاری شرکت کنندگان مشاهده شد که علی رغم برخی محدودیت ها، تکنیک همدرس تصحیحی در تقویت مهارت نوشتاری فارسی آموزان غیرایرانی گروه آزمایش تأثیر مثبت داشته و خطاهای نوشتاری آنها را کاهش داده است. علاوه براین، یافته های پژوهش حاضر نشان دادند که همدرس تصحیحی بر عملکرد نوشتاری فارسی آموزان غیرهم زبان و نیز زبان آموزان قوی تر تأثیر بیشتری دارد.From Errors to Mastery: Investigating the Effects of Peer Correction on Second Language Writing Skills
Effective written communication is a crucial skill in both virtual and non-virtual contexts. Developing proficient writing skills requires consistent training and constructive feedback. While previous research has examined the impact of teacher feedback on language learners, the efficacy of peer correction technique, a form of corrective feedback, on reducing writing errors among non-Iranian Persian learners has not been extensively studied. To address this research gap, this study investigates the effectiveness of peer correction techniques on the Persian writing skills of 47 male and female Persian learners from diverse nationalities. Non-random purposeful sampling was used to select participants, who were then divided into two groups, each consisting of four separate classes. Prior to implementing the peer correction technique, both groups completed a pre-test. The experimental group underwent six sessions of peer feedback technique implementation, after which a post-test was conducted. Analysis of the participants' writing errors showed that despite some limitations, the peer correction technique had a positive effect on enhancing the Persian writing skills of the non-Iranian learners in the experimental group, leading to a reduction in their writing errors. The findings suggest that peer correction techniques can be an effective means of improving writing skills among non-Iranian Persian learners. This study contributes to the existing literature by highlighting the potential benefits of peer correction techniques and informing pedagogical approaches aimed at enhancing writing skills among non-Iranian Persian learners. Furthermore, the study's results suggest that peer correction provided in a classroom setting can positively impact the writing proficiency of both foreign learners with different native languages and more proficient language learners in the experimental group.
Keywords: peer correction, language error, writing skill, teaching writing skill
Introduction
Writing is a complex activity that all members of society, including language learners and students, engage in. For language learners pursuing academic or professional goals, acquiring writing skills is particularly challenging in second-language education (Abbasi, 2016). Learning to write involves cognitive and unique learning experiences, and individuals both learn through writing and learn to write. Error correction methods, such as self-correction and peer correction, have become integral to various assessment methods, as recommended by proponents like Vygotsky (2000) who emphasize the importance of social interactions in learning. Collaborative learning has shown benefits in language education for several decades (Vakilifard et al., 2020).
Despite the benefits of collaborative learning, instructors remain the primary providers of feedback in first and second language classes, as they are considered the most capable individuals to provide feedback to language learners (Zacharias, 2007). However, achieving proficiency in writing skills for foreign learners, particularly in Persian, poses challenges due to limited time opportunities for practice and consolidation in language learning classes. Insufficient feedback from instructors contributes to the weakness of Persian learners' writing skills compared to other skills such as reading or speaking.
The impact of corrective feedback on writing skills has been a focus of research, and investigating potential reasons within the classroom has become necessary. The relationship between the instructor and language learners, as well as among the language learners themselves, is crucial in determining the method and outcome of education. Peer correction, a technique that has not been widely used in Persian language classes, was investigated for its impact on improving the writing texts of non-Iranian Persian learners in terms of reducing errors. The general aim of this research was to improve the writing skills of non-Iranian Persian learners in advanced-level classes by using strategies to increase the accuracy and fluency of their writing, with a specific focus on the impact of corrective feedback on reducing writing errors (Vakilifard et al., 2020).
Research Questions
What is the impact of utilizing peer correction techniques on the writing proficiency of advanced-level non-Iranian Persian learners?
How does the peer correction technique influence the writing skills of both native and non-native Persian learners?
What effect does peer correction have on the writing proficiency of proficient and less proficient Persian learners?
This study examines the influence of the peer correction technique as the independent variable on the writing proficiency of non-Iranian Persian learners, native and non-native proficiency, and strong and weak language learners as dependent variables. The outcomes of this research aim to enhance language instructors' understanding of peer correction benefits, collaborative learning, implementation strategies, advantages, disadvantages, and its impact on the writing skills of non-Iranian Persian learners.
Literature Review
Izadpanah (2016) investigated the effectiveness of peer correction in reducing writing errors and learners' attitudes. The study involved 20 adult English learners in Palestine, aged 19-21, using a questionnaire, pretest-posttest, and portfolios. Results showed a positive attitude towards peer correction and significant writing improvement.
Ghannbari et al. (2015) studied the impact of peer feedback and time pressure on Iranian English learners' writing performance. Peer feedback positively influenced writing, while time pressure had no effect. The null hypothesis was rejected, confirming the significance of peer feedback.
Sato (2013) explored beliefs about peer interaction and corrective feedback, finding that peer interaction enhances writing accuracy and expressiveness. The frequency of peer corrective feedback increased over time, highlighting its teachable nature.
Tian (2011) compared peer review and collaborative writing in Chinese as a foreign language. Peer review focused more on activity and language aspects, while collaborative writing emphasized meaning and text assessment. Both methods improved writing accuracy and collaboration among learners.
Methodology
The study employed non-random purposive sampling to investigate advanced level non-Iranian Persian learners at the Persian Language Center of the International University of Qazvin.
Initially, 48 participants were selected, with exclusions made for absenteeism and prior familiarity with Persian. The final sample consisted of 48 participants aged 18-25 from diverse nationalities, engaged in advanced Persian language courses in humanities and medical sciences.
The participants were divided into four classes at the advanced level, with two control and two experimental groups. The control group comprised 21 participants (3 females, 18 males) and the experimental group had 27 participants (14 females, 13 males). Language-matched and non-language-matched pairs were included in both groups, with various language backgrounds such as Arabic, Azerbaijani Turkish, Bengali, and Russian. Participants were categorized as strong or weak in language proficiency, with each class having two 90-minute writing skill sessions per week. Pretests and posttests were conducted using written texts on a single descriptive topic to assess the language learners' progress.
Results
The collected scores from pretests and posttests were tabulated and analyzed for measures of central tendency and dispersion. Sample characteristics were described, coded, and summarized before statistical analysis using SPSS 22. The normality of variables was assessed using the Kolmogorov-Smirnov test, while research hypotheses were tested using analysis of covariance and paired t-tests. Analysis of covariance was utilized to enhance test power by eliminating covariate-related variance, commonly applied in experimental designs. Assumptions for analysis of covariance included normal score distribution, linear pretest-posttest correlation, and variance homogeneity.
Descriptive statistics for language writing skill scores in the experimental and control groups were examined. Pretest scores for the control and experimental groups were 167.14 and 324.11, respectively. Posttest scores for the control and experimental groups were 833.11 and 509.13, respectively.
In the experimental group, pretest language writing skill scores for language-matched and non-language-matched pairs were 16.13 and 75.11, respectively. Posttest scores for language-matched and non-language-matched pairs were 63.13 and 20.11, respectively. Additionally, pretest scores for the strong and weak subgroups in the experimental group were 647.14 and 443.10, respectively. Posttest scores for the strong and weak subgroups were 441.16 and 750.11, respectively.
Conclusion
This study examined the impact of peer correction on Persian writing skills in non-Persian speakers across four language classes. Significant improvement in writing scores of the experimental group compared to the control group post-intervention suggests a positive effect on participants' writing abilities. This aligns with previous research by Izadpanah (2016), Ghanbari et al. (2015), Sato (2013), and Tian (2011) supporting the benefits of peer feedback in language learning. Further investigation is needed to explore nuanced effects, specific writing skill elements, and long-term writing enhancement in Persian learners.
Significant differences were noted between language-matched and non-language-matched groups within the experimental group, with non-language-matched individuals showing greater post-intervention improvement. Notably, strong learners exhibited significant post-intervention progress, indicating the effectiveness of peer correction, particularly for this subgroup.
Despite limitations like sample size and time constraints, this study suggests that peer correction is a valuable strategy for enhancing Persian learners' writing skills. Future research should focus on defining correction criteria, evaluating Persian writing, and exploring peer correction benefits with larger samples. Additionally, incorporating peer correction guidance in writing instruction materials and promoting collaborative learning could enhance educational outcomes.
To address cultural influences on peer correction, particularly observed in Chinese-speaking learners, future studies should investigate cultural nuances affecting peer interactions and learning outcomes. Persian language educators are encouraged to explore the impact of culture on peer correction practices among diverse learner groups.
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