مطالب مرتبط با کلیدواژه

fluency


۲۱.

On the Effect of Semantic-Structural Elaboration on Qur’anic Reading Efficiency of Intermediate Learners(مقاله علمی وزارت علوم)

نویسنده:
منبع: پژوهش های زبان شناختی قرآن سال نهم پاییز و زمستان ۱۳۹۹ شماره ۲ (پیاپی ۱۸) 53 - 62

کلیدواژه‌ها: Qur’anic Roots Qur’anic Semantics Qur’anic Reading fluency Comprehension

حوزه‌های تخصصی:
تعداد بازدید : ۵۴۲ تعداد دانلود : ۲۷۴
Arabic, as the only medium of performing religious rituals, is a widely used language in Islamic communities. Amongst uses of Arabic, reading and recitation of the Holy Qur’an enjoy a critical position. Accordingly, many religious schools have invested in teaching Qur’an and its required skills. Research findings have shown that Qur’anic teaching follows a traditional procedure in theory and practice. Considering the importance of conducting applied linguistics studies on teaching Qur’anic reading, the current research was an attempt to investigate the effect of semantic-structural elaboration of Qur’anic reading efficiency, encompassing reading reaction time, fluency, and comprehension. To this aim, an intact group of intermediate Qur’anic learners was selected through non-random convenience sampling and an experimental (pretest/intervention/posttest) design was employed in which the group underwent three different experiments. After raising awareness on five frequent Qur’anic roots and their derivations that occurred in different Qur’anic verses, tests were administered and parametric data were collected and analyzed through SPSS. Research findings revealed that intervention adversely affected reaction time by a significant increase (t (24) = -12.067, p < 0.000.) while promoting reading fluency and reading comprehension (t (24) = -9.643, p < 0.000, and t (24) = -6.914, p < 0.000, respectively). It was suggested that, though semantic-structural elaboration significantly increases learners’ knowledge of semantic, syntax, and morphology and promotes language skills, form-focused instruction is cognitively demanding and must be done with due caution. These findings could have implications for Qur’anic teachers, learners, and applied linguists in general.
۲۲.

TOEFL iBT integrated speaking tests: a comparison of test-takers' performance in terms of complexity, accuracy, and fluency(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Linguistics (IJAL) Vol. ۲۳, No. ۲, September ۲۰۲۰ 33-62

کلیدواژه‌ها: TOEFL integrated speaking Complexity Accuracy fluency Iranian test-takers

حوزه‌های تخصصی:
تعداد بازدید : ۳۹۵ تعداد دانلود : ۲۲۵
This study compares three integrated tasks of the TOEFL iBT speaking subtest in terms of complexity, accuracy, and fluency. To this end, a group of TOEFL iBT Iranian candidates took a simulated TOEFL iBT some days prior to their real exam. The collected oral responses were first transcribed and then quantified using software such as ‘Syllable Counter’ and ‘Coh-Metrix3’ for fluency and complexity, respectively. For accuracy, however, the responses were tallied manually. The results revealed the responses to the three speaking tasks were significantly different in terms of fluency. The difference in the accuracy index also turned significant, though the pairwise comparisons showed some inconsistencies. As for the selected complexity measures, lexical diversity, the mean number of modifiers per NP, and latent semantic analysis all showed significant differences between tasks 2 and 3 on the one hand and task 4 on the other. Left-embeddedness, however, revealed no significant difference among the three tasks. The results may support the influential role of prompting texts in such integrated speaking tasks
۲۳.

The Effect of Dictogloss vs. Debating on L2 Writing Proficiency: A Mixed-Methods Study(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching Language Skills (JTLS), Volume ۴۰, Issue ۴, fall ۲۰۲۱ 121 - 160

کلیدواژه‌ها: output-based instruction Collaborative activities Complexity Accuracy fluency

حوزه‌های تخصصی:
تعداد بازدید : ۴۸۰ تعداد دانلود : ۲۲۱
The use of task-based collaborative output activities in enhancing EFL students’ writing proficiency has been underrated in the Iranian context. To foster students’ writing ability, the present study, employing a mixed-methods design, aimed to evaluate the effect of innovative tools, dictogloss and debating, on the writing development of English-major university students in terms of complexity, accuracy, and fluency (CAF). The study involved two experimental extracurricular classes and consisted of 11 sessions during the regular academic term. Having analyzed the writing tasks produced by the students’ performance on pre-test and post-test, the researcher found that the students of both groups significantly enhanced their writing performance, representing an increase in a number of indices of CAF measures following the intervention. More specifically, the results of a paired-samples t-test confirmed that the students in the dictogloss group showed significant improvement in six indices of CAF measure, and the students in the debate group displayed significant improvement in seven indices of CAF measures. Moreover, the results of ANCOVA confirmed that the debate group improved more than the dictogloss group in terms of CAF measures. The results of the interviews with the students regarding the role of task-based collaborative output activities in their written performance yielded several commonalities, which were coded into 11 codes for dictogloss and 16 codes for debating, taking inter-coder reliability and agreement into account. In the end, the study offers some practical implications for L2 learners and teachers.
۲۴.

The Joint Effects of Teacher-led and Collaborative Planning conditions and Task Complexity on L2 Oral Production(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۲۸, Fall & Winter ۲۰۲۱ 217 - 242

کلیدواژه‌ها: task complexity Strategic Planning oral production Accuracy fluency Complexity EFL Learners

حوزه‌های تخصصی:
تعداد بازدید : ۴۳۱ تعداد دانلود : ۲۷۲
This quantitative study aimed to investigate the combined effects of two types of strategic planning, namely collaborative and teacher-led planning conditions and task complexity on Iranian intermediate language learners' oral production in terms of complexity, accuracy, and fluency. To achieve this purpose, 90 EFL learners were selected through convenience sampling from a language institute in Shiraz, Iran, and randomly assigned to two control and four experimental groups. The study adopted a quasi-experimental design in the form of pretest, treatment, and posttest. In the first step, all participants took part in a speaking pretest in which they were required to narrate a story based on a series of picture description tasks. While the experimental groups underwent 10 treatment sessions of picture description task performance along with two planning types i.e., teacher-led and collaborative planning conditions, the control groups were not allowed to plan the task performance. In the last session, the language learners took a posttest whose results were compared with those of the pretest. The findings revealed that the language learners in the collaborative planning groups outperformed the other groups in terms of both fluency and complexity. Further, teacher-led groups did better than the other groups in terms of accuracy. This study carries crucial implications for EFL teachers, material developers, syllabus designers, and speaking skill examiners.
۲۵.

The Comparative Effect of Rehearsal, Strategic, and Online Planning on the Fluency, Accuracy, Complexity, Lexical Variety, and Attentional Allocation of EFL Learners’ Argumentative Writing(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching Language Skills (JTLS), Volume ۴۱, Issue ۲, Spring ۲۰۲۲ 75 - 111

کلیدواژه‌ها: Accuracy Attentional Allocation Complexity fluency Lexical variety online planning Rehearsal planning Strategic Planning writing skill

حوزه‌های تخصصی:
تعداد بازدید : ۳۱۵ تعداد دانلود : ۲۴۰
This study examined the effect of rehearsal, strategic, and online planning on the intermediate undergraduate EFL learners’ writing complexity, accuracy, fluency (CAF), lexical variety, and the cognitive psychological performance of attentional allocation to linguistic aspects during planning . To this end, 80 intermediate university students were randomly divided into three experimental groups and one control group. The participants’ performance was compared based on measures of Wigglesworth and Storch’s (2009) fluency, Storch and Wigglesworth’s (2007) accuracy, Foster and Skehan’s (1999) complexity, McKee , Malvern, and Richards’ (2000) vocd-D model of lexical diversity. The study focused on rehearsal, strategic, and online planning in argumentative writing tasks. Retrospective interviews were conducted right after task performance to examine the participants' attentional allocation under three planning-time conditions. It was revealed that rehearsal task planning resulted in higher CAF and lexical variety in comparison to the other groups. Noticeable variation was also evidenced in the participants’ attentional allocation in terms of CAF across different time planning conditions. It was also shown that the learners paid more attention to the conceptualization of ideas during pre-task planning through sentences or clauses while performing a task. Little attention was paid to formulizing complex or accurate utterances. The findings have numerous pedagogical implications for EFL teachers, university instructors, and EFL students.
۲۶.

Effect of Using Smart Learning Pen (iPen) on Young Iranian Male and Female EFL Learners’ Speaking Accuracy and Fluency(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۲۹, Spring & summer ۲۰۲۲ 228 - 244

کلیدواژه‌ها: Educational Technology smart learning pen Accuracy fluency young EFL/ESL learners

حوزه‌های تخصصی:
تعداد بازدید : ۴۹۷ تعداد دانلود : ۲۹۳
The present study aimed to examine the effects of an educational technology called smart learning pen (i.e., iPen) as an ICT tool on young Iranian male and female EFL learners' speaking accuracy and fluency. A group of 180 young (6-9 years old) male and female learners with no previous formal education in English were randomly assigned into three different conditions: those who used the iPen in class and at home (IPC), at home only (IPH), and those who did not use the iPen at all (NIP). As gender was an independent variable, each condition had male and female groups. To address the research questions, the participants' performance on the oral sub-test of the posttest was put into analysis. The two-way ANOVA run on the effect of the independent variables (iPen and gender) and their interaction on the participants' speaking accuracy, and fluency revealed that using iPen helped the IPC and IPH participants significantly outperform the NIP group in terms of both accuracy and fluency. However, such an analysis did not show any significant effect for gender, nor did it show any significant effect when the interaction of gender and other variables was taken into account. The study has practical implications for policymakers, language teachers as well as software, hardware, and mobile phone application developers.
۲۷.

The Impact of Task-based Online Planning on EFL Learners’ Performance and Attention Shift

نویسنده:
منبع: Journal of Foreign Language Teaching and Translation Studies, Vol. ۶, No. ۱, Winter ۲۰۲۱ 97 - 112

کلیدواژه‌ها: Attention Task planning form Complexity Accuracy fluency

حوزه‌های تخصصی:
تعداد بازدید : ۴۶۶ تعداد دانلود : ۲۰۷
Research findings reported to date indicate that carefully planning speech while performing a task increases second language (L2) learners’ attention to formal aspects of their discourse. The evidence, however, is mostly based on performance analysis with respect to the linguistic measures of complexity, accuracy, and fluency. To enhance the psycholinguistic validity of current findings, the present research adopted a process-product approach to analyze L2 learners’ performance and attention shift as indicated by the occurrence of pauses in their speech. The study involved thirty Iranian learners of English as a foreign language (EFL) who were divided into two groups of fifteen. Whereas participants in the first group were given unlimited time to carefully plan while performing a narrative task, their counterparts in the other group completed the same task under time constraint. Following participants’ performance, both performance analysis and retrospective interviews were conducted to collect their protocol data. The results revealed that carefully planned speech is characterized by increased complexity and accuracy and reduced fluency stemming from attention being primarily focused on syntactic encoding, lexical choice, and phonology instead of conceptualizing the message. The outcomes are discussed in light of their theoretical and pedagogical implications.
۲۸.

Improving the Fluency of the Iranian EFL Learners’ Oral Performance through Task Variation

نویسنده:
منبع: Research in English Education Volume ۷, Issue ۳ (۲۰۲۲) 76-93

کلیدواژه‌ها: EFL Learners fluency L2 oral performance task variation

حوزه‌های تخصصی:
تعداد بازدید : ۴۰۱ تعداد دانلود : ۲۶۹
Researchers have extensively studied factors that impact the development of fluency in L2 oral production while there is scant evidence regarding task variation-related effects. Therefore, this study sought to investigate the effects of task variation involving group dialogue, dialogue unscrambling, and dialogue completion on Iranian EFL learners’ oral speech fluency. To this end, 80 EFL learners were assigned to three experimental groups (EXG1, EXG2, and EXG3) and one control group shown as CONG. The EXG1 was treated by three tasks, i. e., dialogue completion, dialogue unscrambling, and group dialogue, the EXG2 through two tasks involving dialogue completion and dialogue unscrambling, the EXG3 by dialogue unscrambling task, and the CONG was instructed by teacher conventional method. The groups were pretested and posttested through the speaking section of Preliminary English Test (PET). The participants’ interview transcriptions were then coded for scoring and statistical analysis of fluency to show the effects of treatment for each group. The four groups received their required instructions for ten sessions. The findings revealed that task variation made significant differences in the learners’ oral fluency achievement. The analyses made through running ANOVA and Post Hoc yielded to the conclusion that EXG1, instructed through a combination of the three tasks, outperformed the other groups regarding fluency achievement. The findings of this study have pedagogical implications for teachers, EFL learners, and syllabus designers.
۲۹.

Effects of Competency-Based Approach on Enhancing Complexity, Accuracy, and Fluency of Writing among Iranian Upper- Intermediate Pre-Service Teachers(مقاله علمی وزارت علوم)

نویسنده:
منبع: iranian journal of educational sociology, Vol ۵, Number ۴ (۲۰۲۲) 9-22

کلیدواژه‌ها: Accuracy Competency-Based Approach Complexity fluency writing

حوزه‌های تخصصی:
تعداد بازدید : ۱۹۴ تعداد دانلود : ۱۸۴
Purpose: This study aimed at investigating the effect of competency-based approach on enhancing complexity, accuracy, and fluency of writing of pre-service teachers. Methodology: To this end, an Oxford Quick Placement Test (OQPT) was administered to 100 Iranian pre-service teachers studying at Farhangian University, of whom 40 upper-intermediate learners were selected and assigned to an experimental group (n = 20) and a control group (n = 20). The selected participants were both male and female and aged from 19 to 22. Both selected groups were then given a writing test as the pre-test. Subsequently, the experimental group received the competency-based treatment and were proposed to some real-world issues and there was no time limit. However, the traditional styles used for improving the writing skill of the subjects in the control group and a specific time limit was considered for the subjects to do the job. After that, a writing post-test and an attitude questionnaire were delivered to the participants. The obtained data was analyzed using one-way between group analysis of covariance (ANCOVA) and one-sample t-test. Findings: The results indicated no significant difference between pre-test and post-test scores of the control group, whereas, the post-test scores of the participants in experimental group were significantly better than their pre-test scores especially regarding complexity. Conclusion: The findings suggest that the teachers should take competency-based approach into consideration in their target language classes to have a more fruitful educational process.
۳۰.

Task Implementation and EFL Learners’ Attention to Form: Examining the Effects of Pre-Task Planning and Post-Task transcription(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۱۲, No. ۱, June ۲۰۲۳ 67 - 96

کلیدواژه‌ها: planning transcription Complexity Accuracy fluency

حوزه‌های تخصصی:
تعداد بازدید : ۱۳۳ تعداد دانلود : ۱۲۷
There is ample research evidence indicating that task implementation options and design features differentially affect the linguistic quality of second language (L2) oral output. The overarching aim of the current research was to add to the available body of research findings by investigating what effects the combination of two task implementation options, namely pre-task planning and post-task transcription, exerts on L2 learners’ focus on form. The study involved sixty Iranian L2 learners who were presented with a picture story to be narrated under one of the following four conditions: pre-task planning (PTP), post-task transcription (PTT), both pre-task planning and post-task transcription (PTP/PTT), and control. Findings showed that while pre-task planning increased fluency and complexity, the anticipation of post-task transcription enhanced focus on form as indicated by more accurate performance. More importantly, pre-task planning along with the foreknowledge of post-task transcription of performance made for an exponential increase in accuracy, a gain which was achieved to the detriment of complexity. The outcomes are of pedagogical significance in that they lend support to the efficacy of using pre-task planning opportunity along with the anticipation of post-task transcription to elicit the highest accuracy level while learners are primarily concerned with conveying meaning.
۳۱.

The Effect of Online-based Gamification on the Speaking Accuracy and Fluency of Iranian Pre-intermediate EFL Learners

نویسنده:
منبع: Research in Techno-based Language Education, Volume ۳, Issue ۳, September ۲۰۲۳ 1 - 19

کلیدواژه‌ها: Accuracy fluency Online-Based Gamification online learning speaking skills

حوزه‌های تخصصی:
تعداد بازدید : ۲۱۱ تعداد دانلود : ۱۵۹
The need to use effective new strategies and instruments for the sake of reinforcing the EFL learners’ speaking fluency and accuracy is the main goal of the language learners and teachers. Hence, the present research aimed to discover the effect of online-based gamification on Iranian pre-intermediate EFL learners' speaking accuracy and speaking fluency by using a quasi-experimental design. Forty Iranian pre-intermediate EFL learners from Gooyesh English Language Institute in Mashhad were selected through convenience sampling as the target participants of the study. At the outset of the study, a researcher-made pre-test of speaking fluency and accuracy was administered to the 40 participants of the study. Then, online-based games such as What Happens Next Game, Picture that Story, Online ESL Jigsaw Activity, Show and Tell Game, and ESL A- B gap Fill Game were used to expand the speaking fluency and accuracy of the experimental group's learners while traditional methods were utilized to teach speaking fluency and accuracy to the participants of the control group. Finally, a researcher-made speaking post-test was administered to the participants of both groups. Descriptive statistics and independent samples t-tests were calculated to answer the research questions. The findings displayed that online-based games significantly improved Iranian pre-intermediate EFL learners' speaking accuracy and fluency. However, there was no significant difference between the speaking accuracy and fluency of the participants of the experimental group after using the online-based gamification. Based on the findings of the study, gaming can be considered the most appropriate instrument in the process of learning speaking skills such as speaking fluency and accuracy.
۳۲.

The Effects of Auditory and Audiovisual Input on Listening Comprehension and Writing Accuracy of EFL Students: Focusing on Students’ Perceptions of Input Modality(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۶, No. ۲, ۲۰۲۴ 71 - 88

کلیدواژه‌ها: Accuracy Auditory/Audiovisual input fluency listening comprehension Perception

حوزه‌های تخصصی:
تعداد بازدید : ۱۷۶ تعداد دانلود : ۱۱۷
The current study was conducted to examine Iranian EFL students’ listening comprehension and writing performance after receiving auditory and audiovisual input. With a quasi-experimental test-retest design, a listening comprehension test was administered in auditory and audiovisual formats to 51 intermediate EFL students from two intact classes. The results indicated that the students’ mean scores in the audiovisual listening test were significantly higher than that in the auditory test administered after a six-week interval; however, no significant difference was found in the accuracy and fluency of summary writing. The analysis of the participants’ responses to the questionnaire indicated that 75% of the students preferred the video format of the test and only 22% found it distracting. Most participants believed that visual input helped them remember details for a longer period and stay more concentrated, engaged and interested in the topic. To conclude, in addition to auditory input, audiovisual material is recommended as a preferred instrument to assess learners’ listening comprehension.
۳۳.

Trajectories of Multilingual Iranian Students’ Speaking Skill Development from Complex Dynamic Systems Theory Perspective(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۱۳ , N. ۲ , ۲۰۲۴ 31 - 56

کلیدواژه‌ها: Complex Dynamic Systems Theory Speaking Skill Complexity Accuracy fluency

حوزه‌های تخصصی:
تعداد بازدید : ۱۳۴ تعداد دانلود : ۱۳۶
Though applied linguistics has observed a rise in language acquisition investigations within the complex dynamic systems theory (CDST) paradigm, the majority of research endeavors have been centered on the development of learners' first language (L1) or second language (L2). Limited research exists on multilinguals’ L3 acquisition/development, with even fewer studies considering the development of learners’ speaking skill in L2, and L3. The present study aimed to address these gaps by adopting a CDST approach to analyze the development of fluency, accuracy, and complexity in L2 (English) and L3 (French) speaking skills among five undergraduate Iranian EFL junior students of Translation Studies at Jahrom University over one academic year. The students were at an intermediate level in English language and their French language proficiency was at the beginner level. The participants’ speaking ability in both languages was closely examined and analyzed regarding their development of fluency, accuracy, and complexity within a quantitative design. Findings depicted that the aspects were developed in non-linear, chaotic, and emergent patterns in multilingual learners’ L2 and L3 speaking skill. Moreover, the findings indicated that these elements in multilingual learners' speaking were interconnected and influenced each other over a period of time. The discoveries have some significant implications for L2 and L3 language teaching, such as creating flexible learning and teaching environments, fostering emergent behavior in language classrooms, encouraging learners to have a self-organizing and autonomous role in language learning, having sensitivity to the diverse needs of learners, and fostering a collaborative learning environment.  
۳۴.

A Comparative Analysis of the Perceived Effects of Interactionist and Interventionist Dynamic Assessment Models in the Improvement of Speaking Subskills Among Iranian EFL Learners(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۶, No.۳۳, Fall & Winter ۲۰۲۳ 225 - 245

کلیدواژه‌ها: dynamic assessment speaking accuracy fluency Complexity Qualitative EFL

حوزه‌های تخصصی:
تعداد بازدید : ۸۸ تعداد دانلود : ۷۹
Dynamic assessment offers a holistic approach to evaluation by embedding assessment within instruction. Despite evidence suggesting the effectiveness of DA in language classrooms, there remains a reluctance among teachers to adopt DA practices. This reluctance stems from a lack of understanding of how DA models impact specific learning outcomes, particularly in speaking skills. One main contributing factor is the dominance of quantitative DA studies, which do not contextualize the differences between DA models. With an inductive thematic analysis design, this study explored the perceived effects of interactionist and interventionist DA models on speaking accuracy, fluency, and complexity among Iranian EFL students. Thirty undergraduate intermediate EFL learners from Islamic Azad University, North Tehran Branch, were recruited through purposive sampling. Each participant had received one hundred hours of speaking lessons with one of the DA models embedded before participating in a semi-structured interview. The analysis of participants' perceptions and reflections revealed that both DA models were well-received for improving speaking skills but had different effects on subskills. Learners perceived the interactionist model as an effective teaching method that improved their speaking accuracy and complexity but reduced fluency, while the interventionist model favored fluency at the expense of grammatical accuracy and complexity.
۳۵.

Effects of Wiki-Mediated Collaborative Writing on Iranian Intermediate EFL Learners' Written Complexity, Accuracy, and Fluency(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۲, Issue ۴۸, Spring ۲۰۲۴ 79 - 96

کلیدواژه‌ها: Accuracy Complexity fluency Wikis writing skill collaborative writing

حوزه‌های تخصصی:
تعداد بازدید : ۸۲ تعداد دانلود : ۶۸
This study examined how Iranian intermediate EFL learners' writing complexity, accuracy, and fluency were affected by collaborative online writing using Wikis. The language proficiency of 75 EFL learners was gauged based on their performance on the Oxford Quick Placement Test (OQPT). They were intermediate male and female EFL learners studying English at three language institutes in Shahrekord, Iran. The participants were then split into two groups at random: a Wiki group (WG), and a control group (CG). Afterwards, learners in the control and experimental group were given a cause-and-effect prompt as a pre-test, and their writing complexity, accuracy, and fluency were assessed using CAF measures. Following the pre-test, the participants in the experimental group began a six-week training period in the collaborative environment of Wiki. The same instructional materials and procedures were presented to the control group, but in a non-collaborative, face-to-face setting. Similar to the writing pre-test, a writing post-test was given to both groups at the end of the intervention, and the writings were graded. In comparison to the conventional methodology, the results obtained revealed that the instructional method via Wiki was advantageous and effective in enhancing writing skills. This result is consistent with theories supporting the use of technology-based approaches in EFL writing settings. The main outcome of this research is that the ease and viability of teaching and learning writing are significantly and meaningfully influenced by giving learners control over their learning through Wiki.
۳۶.

Differential Effects of Non-linguistic Feedback Types on Complexity, Accuracy and Fluency of EFL Learners’ Speaking Performance in Online Education(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۴, Fall & Winter ۲۰۲۴ 241 - 256

کلیدواژه‌ها: Accuracy Complexity fluency reference of comparison feedback regulatory focus feedback speaking

حوزه‌های تخصصی:
تعداد بازدید : ۱۴۹ تعداد دانلود : ۴۱
This study examined the impacts of providing regulatory focus feedback (RFF) in the forms of prevention and promotion as well as reference of comparison feedback (RCF) in the forms of normative and self-referential on EFL learners’ speaking complexity, accuracy, and fluency (CAF) in online speaking courses. For this purpose, 100 intermediate EFL learners in a language institute were randomly assigned into four experimental groups and one control group (N=20). Language learners were required to respond to two speaking tasks from the IELTS exam before and after receiving 16 sessions of the intervention. The data were subjected to ANCOVA analysis and paired samples comparisons. The results showed that the participants’ speaking performance was better in all four experimental groups compared to the control group. Moreover, the superiority of self-referential feedback in improving the participants’ oral production ability over normative feedback was demonstrated. Prevention-focused feedback was shown to be influential in improving accuracy. Finally, practical implications for how EFL teachers can enhance language learners’ oral production ability are discussed.
۳۷.

The Effect of Feedback Scope Through Digital Modality (Synchronous vs. Asynchronous) on Complexity, Accuracy and Fluency of Iranian EFL Learners’ Written Productions(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۴, Fall & Winter ۲۰۲۴ 385 - 408

کلیدواژه‌ها: corrective feedback feedback scope asynchronous feedback synchronous feedback Complexity Accuracy fluency L2 writing

حوزه‌های تخصصی:
تعداد بازدید : ۱۴۹ تعداد دانلود : ۵۲
This study investigated the effectiveness of two different scopes of corrective feedback on enhancing the complexity, accuracy, and fluency of L2 written productions among 150 intermediate EFL learners participating in intact online courses. The corrective feedback scope includes highly focused and comprehensive feedback delivered via digital platforms in synchronous and asynchronous formats. Participants were divided into five groups: synchronous highly focused feedback, synchronous comprehensive feedback, asynchronous highly focused feedback, asynchronous comprehensive feedback, and a control group receiving corrective feedback via traditional methods, characterized by the indiscriminate identification and marking of all errors. Results across the feedback groups regarding their impact on complexity, accuracy, and fluency in EFL learners' written productions indicated a significant effect on accuracy, while complexity and fluency showed no significant differences based on feedback scope and delivery modality. The results of this study have several important implications for educators, material developers, and policymakers in the field of language education. For teachers, adopting synchronous feedback strategies could significantly enhance the accuracy and complexity of students' written work.