مطالب مرتبط با کلیدواژه

Feedback


۱.

Iranian EFL Students’ Perceptions and references for Teachers’ Written Feedback: Do Students’ deas Reflect Teachers’ Practice?(مقاله علمی وزارت علوم)

نویسنده:
منبع: آموزش مهارت های زبان (JTLS) تابستان ۱۳۸۹ شماره ۲ (پیاپی ۶۰)

کلیدواژه‌ها: Error Perception writing Feedback Preferences

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تعداد بازدید : ۹۹۸ تعداد دانلود : ۴۸۷
The present study-both qualitative and quantitative--explored fifty EFL learners’ preferences for receiving error feedback on different grammatical units as well as their beliefs about teacher feedback strategies. The study also examined the effect of the students’ level of writing ability on their views about the importance of teacher feedback on different error types. Data was gathered through the administration of a questionnaire, verbal protocol analysis, and students’ writing scores. The results of repeated measures, multivariate analysis of variance, and frequency counts revealed that the majority of the students expect and value teachers’ written feedback on the following surface-level errors: transitional words, sentence structure, verb tenses, adverbs, punctuation, prepositions, and spelling, respectively. The results of think-aloud protocol analysis indicated that students’ beliefs about the importance of feedback on different grammatical units are formed as a result of the teacher’s practice and his emphasis on certain types of feedback and feedback strategies. Finally, the findings of thestudy showed that the L2 learners’ level of writing ability influences their views about the importance of feedback on errors pertinent to particular grammatical units.
۲.

The Role of Textual vs. Compound Input Enhancement in Developing Grammar Ability نقش ارتقای متنی داده در مقایسه با ارتفای ترکیبی در تقویت توانایی دستور زبان(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۳, No. ۱, June ۲۰۱۴

کلیدواژه‌ها: بازخورد Feedback Input enhancement ارتقای داده ارتقای متنی ارتقای ترکیبی textual enhancement compound enhancement

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تعداد بازدید : ۶۱۲ تعداد دانلود : ۴۹۸
The present study investigated comparatively the impact of two types of input enhancement (i.e. textual vs. compound enhancement) on developing grammar ability in Iranian EFL setting. Sixty-five female secondary high school students were selected as a homogenous sample out of about a 100-member population based on Nelson language proficiency test. Then, their grammar ability was measured based on a researcher-made diagnostic test prior to the experiment. The sample was randomly divided into two equal groups; one group received text-enhancement-based instruction of grammar, while the other received compound-based enhancement. Finally, they received an achievement test of grammar as a posttest to measure their progress in light of two different types of input enhancement mechanisms. The pertinent statistical analyses of the results indicated that a) the effect of textual enhancement-based instruction of grammar is not significantly meaningful, while b) the compound enhancement-based instruction has significant effect on learning grammatical structures. Comparatively speaking, therefore, c) compound enhancement-based instruction of grammar is more significantly effective than that of textual in developing grammar ability. It can be safely concluded that grammar instruction and its resultant development are subject to intervention type, which, pedagogically, bears promising messages for both teachers and syllabus designers to incorporate parameters of input enhancement in both teaching and materials development, respectively.
۳.

A Typology of Supervisor Written Feedback on L2 Students’ Theses/Dissertations(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Linguistics (IJAL) Vol. ۲۱, No. ۲, September ۲۰۱۸ 43-87

کلیدواژه‌ها: academic writing Feedback second language writing Supervisor feedback

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تعداد بازدید : ۴۴۷ تعداد دانلود : ۴۳۱
The present study aimed at providing a typology of Iranian supervisors’ written feedback on L2 graduate students’ theses/dissertations and examining the way different speech functions are employed to put the supervisors’ thoughts and feelings into words. In so doing, a corpus of comments, including 15,198 comments provided on 87 TEFL theses and dissertations by 30 supervisors were analyzed. We employed an inductive category formation procedure to form the typology of comments, and followed a deductive procedure to put the comments into the three categories of expressive, referential, and directive speech functions. The findings showed that supervisors provided seven main categories of comments on theses and dissertations: grammar and sentence structure, content, method, organization, references, formatting, and academic procedures. Furthermore, the findings indicated that supervisors employed comments with different patterns and for different purposes on MA and PhD students’ texts.
۴.

The Durability of the Effect of the Frequent Quizzes on Iranian High School Students’ Vocabulary Learning(مقاله علمی وزارت علوم)

نویسنده:
منبع: The International Journal of Humanities, Volume ۲۳, Issue ۲ (۲۰۱۶) 29-42
تعداد بازدید : ۳۳۵ تعداد دانلود : ۳۲۰
Frequent quizzes followed by feedback on students’ strengths and weaknesses may enhance learning. Hence, the possible effect of weekly quizzes on language learning might be of interest in Iranian EFL context, especially in high schools. In order to understand the importance of weekly short quizzes, 88 students from four classes of high school second graders were selected through available sampling to form the experimental and control groups. The treatment went for twelve weeks during which the experimental group received 10 weekly quizzes while the control group did not have any quizzes. The study was carried out through a pretest- posttest- delayed posttest control- experimental intact groups. The results, analysed through Mixed Models ANOVA, revealed that both within and between group’s differences were in favour of the experimental group. It is safe to claim that weekly quizzes improve students’ performance on vocabulary and the effect of the treatment is durable.
۵.

The Effect of Blended Learning vs. Classroom Learning Techniques on Iranian EFL Learners’ Writing

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱, Issue ۳, Autumn ۲۰۱۳ 77 - 86

کلیدواژه‌ها: Blended Learning classroom learning EFL Writing CALL Feedback

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تعداد بازدید : ۲۹۰ تعداد دانلود : ۲۹۲
The present study was intended to investigate the impact of blended and classroom teaching methods on Iranian EFL learners’ writing. To this end, a group of 29 upper intermediate and advanced EFL learners were randomly placed in two groups: an experimental group, namely Blended Learning and a control group, namely Classroom Learning after taking part in a placement test. Participants of the Blended Learning group received traditional teaching methods of writing plus learning through the web. Participants of the Classroom Learning group, however, were taught based on the traditional teaching methods of writing and received the materials, instructions, and feedback merely through traditional methods. In order to collect the data, participants’ first piece of writing was regarded as the pretest and their last one was the posttest. The results of the independent-samples t-tests showed that participants of the Blended Learning group significantly outperformed the ones in the Classroom Learning group in their writing performances. In conclusion, the results of the study revealed that employing a blended teaching method can create a more desirable condition to enhance the EFL learners’ writing performance and that doing research in this field can be a promising area for those interested. 
۶.

Traditional Versus Alternative Writing Assessment

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۲, Issue ۷, Autumn ۲۰۱۴ 10 - 22

کلیدواژه‌ها: Alternative Assessment Feedback analytic rating scale traditional assessment

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تعداد بازدید : ۳۰۴ تعداد دانلود : ۱۷۹
The present study intended to evaluate EFL students' performance on a traditional method of writing assessment in comparison to an alternative assessment technique by taking into account the effects of teacher and peer feedback. Moreover, the attitudes of the participants regarding assessment procedures and activities were focused in this study. To this end, thirty male and female language learners taking Advanced Writing course at university level were chosen as the participants of the study. First, all the participants were given a traditional writing test. Then, they were provided with a video and a reading passage related to the writing topic. Additionally, they received teacher and peer comments and feedback on their essays. As a further step, a questionnaire was distributed to collect information about the participants’ opinions on the provided treatments. Analysis of the results indicated that in general most EFL learners had a better performance in alternative assessment mainly on the components of content, organization and style in comparison to traditional one. Also, the participants showed a positive attitude in general about alternative assessment through teacher and peer feedback, chiefly towards teacher comments.  
۷.

The Effect of Post-text Feedback vs. Recast on Written Grammatical Accuracy of Iranian Intermediate EFL Learners

نویسنده:
منبع: International Journal of Foreign Language Teaching & Research, Volume ۳, Issue ۹, Spring ۲۰۱۵ 27 - 35

کلیدواژه‌ها: recast post-text writing Grammatical accuracy Feedback

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تعداد بازدید : ۴۴۰ تعداد دانلود : ۲۵۲
This study examined the effect of two types of feedback, post-text as a written feedback and recast as an oral one on written grammatical accuracy of Iranian intermediate EFL learners. To this end, 45 intermediate students who were studying at Ideal Language Institute in Sari were selected based on their performance on the Nelson proficiency test, and then divided into three groups (two experimental and one control groups) randomly. As pretest, the participants were asked to write 150-200 words about the worst memory they had in their life. Then, they were exposed to 10 weeks of treatment. Each week, they received a topic to write. One of the experimental groups received post-text feedback and another one recast. Afterwards, the three groups sat for the posttest. The obtained results were compared using ANCOVA. The findings revealed that there was a significant difference between the post-test scores of the students in different groups. It was made clear that both treatments were effective on the reduction of students grammatical errors in writing, but post-text feedback was much more effective than recast.
۸.

The Effect of Hedged-form Feedback vs. Uncoded Feedback on Grammatical Accuracy of Iranian Intermediate EFL Learners

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۴, Issue ۱۵, Autumn ۲۰۱۶ 25 - 33

کلیدواژه‌ها: Feedback uncoded feedback Indirect Feedback hedged form feedback writing

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تعداد بازدید : ۳۸۱ تعداد دانلود : ۲۳۵
The extent to which teachers’ written corrective feedback (WCF) is conducive to ESL learners’ improvement has been discussed since Truscott’s claim in 1996. The mentioned debate continues because there has been lots of contrastive research studies with different results. This paper presents the results of a 2-month study of the effectiveness of WCF to 65 low intermediate Iranian learners. In the first phase, the students were divided into two groups of hedged group and control group, which received uncoded feedback. The learners produced 8 pieces of writing (Nelson Test was given to students to homogenize the groups). The first piece of writing was considered as the pretest and the 8th piece of their writing was considered as their posttest. Independent and paired sample t test were used to analyse the data statistically. The result of comparing the mean performance of the two groups in posttest indicated that the probability value was less than .05 (p = .000 < .05) which means that the mean performance of the two sets of scores in post test is significantly different and the hedged form feedback group has outperformed the one who received uncoded feedback.
۹.

Impact of Wiki-based Feedback on Grammatical Accuracy of Iranian EFL Learners’ Writing Skill

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۵, Issue ۲۰, Winter ۲۰۱۷ 111 - 124

کلیدواژه‌ها: Feedback Grammatical accuracy writing skill wiki attitude

حوزه های تخصصی:
تعداد بازدید : ۳۸۳ تعداد دانلود : ۱۹۲
This study was designed to investigate the effects of providing feedback in the interactive environment of wiki on improving the grammatical accuracy of Iranian EFL learners’ writing skill as well as the attitudes of Iranian EFL learners’ toward receiving feedback via wiki. To do so, 50 intermediate Iranian EFL learners, who were chosen by an OPT (Oxford Placement Test) participated in this study and they were divided into two groups, experimental and control group. Both groups were given identical writing tasks. In control group, though, the first drafts were reviewed traditionally in a pen and a paper fashion, whereas in the experimental group, they were reviewed by peers through wiki to provide feedback on the grammatical accuracy of writings. The second drafts all were reviewed by the instructor. The results revealed that using wikis to provide feedback on students’ writing can have a significantly positive effect on improving their grammatical accuracy in a writing task. Moreover, the experimental group was found to outperform the control group on the post-test indicating that there was a significant difference between the effects of providing feedback in wiki vs. providing traditional feedback on the grammatical accuracy of Iranian male and female EFL Learners. With regards to the students’ attitude toward using wiki, a majority of the learners welcomed the application of wiki for EFL writing.
۱۰.

Accounting for Change in Critical Thinking Components Mediated by Differential Effects of Paper-based vs. Web-assisted Feedback in Writing(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۹ , N. ۳ , ۲۰۲۰ 365 - 381

کلیدواژه‌ها: Criticality Critical thinking Feedback paper-assisted feedback web-assisted feedback writing feedback

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تعداد بازدید : ۳۱۹ تعداد دانلود : ۱۸۳
Critical thinking has been a significant issue in the realm of EFL teaching and learning. This study aimed at investigating the contribution of paper-based and web-assisted feedback on Iranian EFL learners’ level of criticality in acquiring the writing skill. Besides, it was endeavoured to explore the extent of feedback contributions to the five constituents of critical thinking. Accordingly, a non-randomized control group pre/post-test design was taken into consideration, accounting for the two experimental treatments along with one control group. The levels of critical thinking of 61 EFL learners were initially rated prior to the 11-session treatments, and finally were re-appraised at the termination of the semester at University of Hormozgan. The out-turns of the one-way between-groups ANOVA set forth a statistically significant difference between the critical thinking scores of the four groups with respect to the type of feedback they received. Moreover, the outcomes of paired samples t-test revealed a statistically significant increase in all the four within-group criticality scores from pretest to posttest. Furthermore, the results of MANOVA illuminated a significant feedback contribution to the argument level of critical thinking, substantially due to the web-assisted type. So, web-assisted feedback was concluded to play a crucial role in facilitating EFL learners' journey towards becoming more critical writers. Finally, some pedagogical implications were conveyed parenthetically.
۱۱.

The Impact of Peer Feedback on EFL Learners’ Writing Performance and Writing Anxiety

نویسنده:
منبع: Research in English Education Volume ۶, Issue ۱ (۲۰۲۱) 1-15

کلیدواژه‌ها: Feedback Peer Feedback writing anxiety Writing Performance EFL Learners

حوزه های تخصصی:
تعداد بازدید : ۴۰۳ تعداد دانلود : ۲۳۳
The present study aimed at investigating the effect of peer feedback (PF) on EFL learners’ writing performance and writing anxiety. To this end, two intact classes including 48 intermediate EFL learners were selected and assigned into two groups of experimental and control (24 learners in each). This study had a quasi-experimental design including pre-test, treatment, and post-test to assess the students’ overall writing performance before and after the PF sessions. For data collection, the researchers used pre-test, post-test, 7 writing topics, and Cheng’s (2004) Second Language Writing Anxiety Inventory (SLWAI). The results of paired sample t-test and Mann-Whitney U Test revealed that the experimental group outperformed the control group due to the implementation of PF. Moreover, the researchers conducted Cheng’s SLWAI questionnaire at the end of the study. The findings indicated that the anxiety level of the experimental group receiving PF decreased to a significant extent. The implications are discussed in terms of writing instructors’ use of PF into writing classes to make the environment safer and more comfortable for the language learners to flourish their ideas.
۱۲.

Interactionist and Interventionist Dynamic Assessment Approaches to Teaching Argumentative Writing: Do Complexity, Accuracy, and Fluency Develop?(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۳, No.۲۷, Fall & Winter ۲۰۲۰ 100 - 128

کلیدواژه‌ها: Feedback Mediation teaching writing writing proficiency EFL Teachers

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تعداد بازدید : ۲۶۳ تعداد دانلود : ۳۰۹
Complexity, accuracy, and fluency (CAF) are measures of language proficiency in productive skills. This study with a non-equivalent control group pretest-post-test design explored whether Dynamic Assessment (DA) procedures enhances EFL teachers' writing CAF. Three 22-member groups of homogeneous teachers were randomly assigned to one control group (Non-DA), an interactionist DA group (IA-DAG), and an interventionist DA group (IV-DAG). After the nine-session treatment, the study groups took a writing post-test. A one-way ANOVA test showed that the experimental groups outperformed the control group, although no significant differences were found between DA groups. Besides, no statistically significant differences were found between the groups' writing complexity. Considering accuracy, IA-DAG outperformed Non-DAG whereas no significant differences were observed between the experimental groups and between IV-DAG and Non-DAG. Fluency measures showed the superiority of DA groups to the control group. The first conclusion was that DA processes have a decisive role in improving writing skills and the CAF triad. Second, CAF components do not develop in a linear process, and employing DA procedures can be useful for its improvement. The paper has implications for language teachers and SLA researchers.
۱۳.

Leading with Blindfolds? An Exploration of ESL Teachers’ Awareness of Semantic Differences

نویسنده:
منبع: Research in English Education Volume ۶, Issue ۲(۲۰۲۱) 1-20

کلیدواژه‌ها: semantics Teacher language awareness Scaffolding Zone of Proximal Development Interlingual Development Feedback

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تعداد بازدید : ۲۱۹ تعداد دانلود : ۲۷۱
Teachers of English to Speakers of Other Languages (TESOL) assume different roles amongst which is leadership. To lead effectively, they need to possess some significant awareness of the language in order to adequately respond to learners’ needs. One domain of awareness is the ability to distinguish between structurally similar, yet semantically different structures. This study set out to assess ESL teachers’ level of semantic awareness in view of establishing their readiness to meet learners’ needs within their Zone of Proximal Development (ZPD). The Follow-up Explanatory Research Design was used. Data on the cognitions of ESL teachers were elicited from a questionnaire survey while a test was used to quantify ESL teachers’ language awareness levels in the domain of semantics. The quantitative data from the test were analyzed using frequencies and simple percentages while the qualitative data were analyzed using the framework of Content Analyses. The findings reveal that though ESL teachers overestimate the level of their knowledge base in components that have a bearing on semantics awareness, a majority of them do not wield beyond a fundamental level of awareness as concerns applying that knowledge to differentiate the meanings of structurally similar pairs of sentences. It is therefore crucial for English language pre-service and in-service teacher training to seek ways of enhancing the professional knowledge base of ESL teachers especially in domains that are critical to establishing differences between pairs of sentences that tend to be similar.
۱۴.

Effects of Hip Muscle Resistance Training With and Without Feedback on Trunk, Pelvis, and Lower Extremity Motions(مقاله علمی وزارت علوم)

نویسنده:
منبع: Journal of Exercise Science and Medicine, Volume ۱۲, Issue ۱,۲۰۲۰ 15 - 24

کلیدواژه‌ها: anterior cruciate ligament resistance training Feedback knee

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تعداد بازدید : ۲۲۴ تعداد دانلود : ۱۳۴
Introduction: The present study aimed to compare hip muscle resistance training with and without feedback on trunk, pelvis, and lower extremity motions in frontal and sagittal planes among active females with dynamic valgus. Materials and Methods: Twenty-Nine active females (Mean±SD age: 22.8±2.4 years, height: 1.70±0.6 m, weight: 69±7.1 kg) were randomly assigned to a hip muscle resistance training with feedback group (n=15) or a hip muscle resistance training without feedback group (n=14). Both training programs lasted 6 weeks (3 sessions/week). The peak angles of lateral trunk flexion, contralateral pelvic drop, hip flexion, knee flexion, and valgus during single-leg drop landing and single-leg vertical drop jump were assessed in the research participants at baseline and 6 weeks post-training. Unipodal functional screening tests were captured with two standard digital video cameras. Results: After 6 weeks, significant differences were observed in knee valgus and lateral trunk flexion, contralateral pelvic drop, and knee flexion angles, i.e., compared between hip muscle resistance training with feedback and hip muscle resistance training without feedback (P<0.05), except for non-dominant leg hip flexion in single-leg vertical drop jump (P>0.05). Conclusion: In the explored active females with dynamic valgus, hip muscle resistance training with feedback seems to be better at improving trunk, pelvis, and lower extremity motions in frontal and sagittal planes, compared to hip muscle resistance training without feedback; however, no significant difference was observed concerning hip flexion during single-leg vertical drop jump between the study groups.
۱۵.

Effects of Different Corrective Feedback Types on Reducing Iranian Test-takers’ Speaking Anxiety: Lower- and Upper-intermediate Levels

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۰, Issue ۴۲, Autumn ۲۰۲۲ 11 - 21

کلیدواژه‌ها: Feedback Explicit correction speaking anxiety

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تعداد بازدید : ۳۷۲ تعداد دانلود : ۱۵۳
The current study explored the effects of different feedback types on reducing Iranian test-takers’ speaking anxiety at the lower- and upper-intermediate levels. For this purpose, 90 male and female learners aged 21 to 45, who were preparing themselves to take the IELTS Mock test, were selected through a convenient sampling method and divided into lower-intermediate and upper-intermediate levels on the basis of the Oxford Placement Test (OPT) results. Then, they underwent ten treatment sessions of recast, explicit, metalinguistic, and clarification corrective feedback. To measure the anxiety in speaking performance, Chowdhury’s (2014) questionnaire was given to the participants once before treatment and once after the treatment. Then, the score of each learner was calculated and recorded for the data analysis. The obtained results revealed that there was a statistically significant difference among the feedback types regarding the participants’ speaking anxiety at the lower-intermediate as well as the upper-intermediate level. The implication of this finding is that teachers should constantly implement different types of corrective feedback in their classes to help students with their speaking anxiety problems.    
۱۶.

Source Use by EFL Undergraduate Students: Challenges and Success in Process-based Writing(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره سیزدهم مرداد و شهریور ۱۴۰۱ شماره ۳ (پیاپی ۶۹) 284-255

کلیدواژه‌ها: Process Writing plagiarism level source use EFL undergraduate students program Feedback

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تعداد بازدید : ۱۶۶ تعداد دانلود : ۱۰۴
Proper use of source material in second language writing is an essential skill in the academic writing process. The present study investigates source use and plagiarism level in the essay writing process by the English as a foreign language (EFL) student in one of the international universities in Tashkent, Uzbekistan. Thirteen first-year students who failed and then retook the language program were chosen for the purpose of the study. A mixed-methods research design was used to collect the data (i.e., language programs over two subsequent academic years were analyzed for their relevance to the process-based writing). To evaluate the students' opinions on both programs and correct academic citation, a paper-based questionnaire was circulated. The data analysis revealed a positive influence of program two on organizing ideas, incorporating source-text ideas, and using more academic and error- free sentences. A comparative analysis of the plagiarism level and writing performance in students' papers in both programs was performed using the Wilcoxon signed-rank test, which showed a positive difference in the overall writing scores but an insignificant difference in the level of plagiarism. F indings of the study identified that the engagement of the EFL undergraduate students in process-based writing made a positive impact on writing from sources and overall performance.
۱۷.

The Effect of Self-Controlled Feedback on Motor Performance and Learning in Adolescents with ADHD

نویسنده:
منبع: Journal of Modern Psychology, Volume ۱, Issue ۳, Summer ۲۰۲۱ 1 - 8

کلیدواژه‌ها: ADHD autonomy Feedback motor learning Self-Efficacy

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تعداد بازدید : ۳۱۶ تعداد دانلود : ۱۷۷
The aim of this study was to investigate the effect of autonomy support (i.e., in the form of self-controlled feedback) on learning and self-efficacy in a throwing skill in adolescents with ADHD. The subjects were 40 adolescents with ADHD (14 to 17 years old) and were randomly and equally divided into two groups: self-controlled and yoked. Motor task consisted of throwing bean bags with the non-dominant arm at a target on the ground. The participants completed the pretest (10 trials), an acquisition phase including 6 blocks of 10 trials, and a retention test consisting of 10 trials. The participants in the self-controlled group received knowledge of result (KR) anytime the requested. The yoked group was matched with self-controlled group, but without having a choice to request for feedback. Prior to pretest, each block, and before the retention test, all participants completed the self-efficacy scale. Dependent measures were throwing accuracy scores and self-efficacy. Independent t-test and analysis of variance (ANOVA) with repeated measures were used to analyze the data. The results showed that participants in the self-controlled group had significantly higher throwing accuracy scores in the acquisition phase and the retention test than those in yoked group. Moreover, participants in the self-controlled group reported significantly higher self-efficacy scores in the acquisition phase and the retention test than those in yoked group. The results of this study show that people with ADHD benefit from autonomy support to learn a novel motor skill.
۱۸.

Realization of Initiation, Response, and Feedback in Teacher-Student Interactions in EFL Classrooms: Learning Realities and Opportunities(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۰, Fall & Winter ۲۰۲۲ 91 - 114

کلیدواژه‌ها: Classroom discourse Feedback initiation IRF Response teacher student interaction

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تعداد بازدید : ۱۲۹ تعداد دانلود : ۱۴۴
This study explored the representation of the Initiation, Response, Feedback (IRF) cycle in English as a Foreign Language (EFL) classroom. Video recordings have been used to collect data from 10 classes, which were managed by 8 L2 teachers. In total, 900 minutes of video recordings with 784 triadic patterns were collected. Using Conversation Analysis (CA), the findings demonstrated that the IRFs in classroom interactions were disclosed in various ways. The coding system revealed that the teachers generally used authentic and focused questions. In the F stage, the teachers used elaboration, scaffolding, correction, and refusal strategies. The F stage was also a rich juncture for local contingencies as the teachers’ productions were contingent on the students’ responses. Likewise, uptake and scaffolding have been important elements in the IRF patterns. The analysis suggests that the third stage can create an ad-hoc co-constructive classroom interaction and provide L2 learners with various learning opportunities.
۱۹.

Different Effects of KR vs. KP Feedback on Movement Pattern and Accuracy of a Badminton Serve in Children with Autism

نویسنده:
منبع: Journal of Modern Psychology, Volume ۲, Issue ۴, Autumn ۲۰۲۲ 18 - 27

کلیدواژه‌ها: children Feedback KP KR

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تعداد بازدید : ۱۰۱ تعداد دانلود : ۸۲
The present study was designed to examine the effects of two kind of feedback presentation, namely KR and KP, on movement pattern and accuracy of a Badminton serve in children with autism. We used a causal-comparative method in the current study. Sixty children with autism with an age range of 7 to 12 years from special schools were selected based on a convenience sampling method and were randomly and equally assigned into four groups including KR, KP, KR+KP, and control groups. The motor task in the present study included the badminton serve, in which the movement patter and accuracy were measured as the dependent variable. The children participated in the pretest including 10 services, acquisition phase (5 training blocks, each of which included 10 services), and the retention test with 10 services. Respective feedback was provided before each practice block. We used ANOVA to analyze data. The results showed that both KR and KP feedback improve both the pattern and the accuracy of movement better than the condition without feedback. In addition, KP had better effects on the movement pattern and KR had better effects on the movement accuracy. Finally, children who were in the combination group performed better than all the groups in both execution of the movement pattern and service accuracy. Children with autism benefit from feedback to learn novel motor skills, indicating that they may have the necessary mechanisms to learn new skills through feedback.
۲۰.

The Effect of Regulatory Focus and Reference of Comparison Feedback on EFL Learners’ Achievement Emotions and Achievement Goals(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۲, Fall & Winter ۲۰۲۳ 161 - 177

کلیدواژه‌ها: Feedback achievement emotion Achievement Goal regulatory focus reference of comparison

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تعداد بازدید : ۶۳ تعداد دانلود : ۵۴
This study aimed at examining the effects of the feedback types designed based on the regulatory focus theory (i.e., prevention vs. promotion) and reference of comparison (i.e., normative vs. self-referential) on achievement emotions and achievement goals. One hundred intermediate English language learners were assigned to four experimental groups, promotion, prevention, self-referential, normative, and one control group (N= 20 for each). The participants in the experimental groups received feedback based on their assignment for 16 sessions, and their achievement emotions and achievement goals were assessed before and after the intervention. ANCOVA analyses revealed that significant differences existed between the four experimental groups and the control group regarding achievement emotions and achievement goals. Self-referential feedback and promotion feedback increased positive emotions and led students to mastery-approach and mastery-avoidance goal adoption, while normative feedback and prevention feedback increased negative emotions. Furthermore, normative feedback positively affected performance-approach and performance-avoidance goals. Prevention-focused feedback had a positive effect on mastery-avoidance goals. The researchers recommended that teachers use feedback emphasizing learners’ growth and improvement as a means for progress check.