The effect of Corrective Feedback on Farsi Learners' Reading Comprehension, Anxiety, and Attitudes towards Language Learning:A Mixed-Methods Approach

Document Type : Research Paper

Authors

Abstract

The purpose of this study was to examine the effect of teachers’ corrective feedbacks on L2 Farsi learners’ reading comprehension, language learning anxiety, and attitudes towards L2 learning. Thus, 44 Persian language learners who were homogeneous in terms of proficiency and studied Farsi at the International Center for Persian Instruction to Non-Persian Speakers at Ferdowsi University were randomly selected as participants. They were assigned to the control and the experiment groups. Prior to the treatment, both groups were assessed via Dörnyei’s (2005) Attitudes and Anxiety questionnaire and Ghonsooly’s (1389) Farsi Language Proficiency Test. The participants of the experimental group were then provided with different corrective feedbacks by the teacher in the course of 15 treatment sessions. After the treatment, the post-test was administered and the students’ attitudes towards the feedbacks were also obtained through a video-recorded interview. The results of the independent samples t-test demonstrated that on the reading comprehension posttest, the participants in experimental group outperformed their counterparts in the control group. Moreover, the results confirmed the effectiveness of corrective feedback in diminishing the learners' language learning anxiety. However, the teacher’s corrective feedbacks had no significant effect on the learners' attitudes towards L2 learning. The majority of the participants believed that appropriate to the occasions, a variety of corrective feedbacks should be used to enhance the effectiveness of corrective feedbacks. 

 

Keywords

References

منابع:
اکبری، فاطمه. (1391). درسنامه­ی آموزش زبان فارسی به غیرفارسی­زبانان. قم: مرکز بین­المللی ترجمه و نشر المصطفی(ص).
قنسولی هزاره، بهزاد. (1389). طراحی و روایی­سنجی آزمون بسندگی زبان فارسی. پژوهش زبان­های خارجی،      شماره­ی 57، صص: 115-129.
کارشکی، حسین، ارفع بلوچی، فاطمه و شیرزاد، زینب. (1393). رابطه­ی ادراکات کیفیت کلامی دانش­آموزان دختر با نگرش تحصیلی آنان. رویکردهای نوین آموزشی، سال نهم، شماره­ی 1، صص: 75 - 88.
کریم­خانلویی، گیتی. (1392). بررسی میزان انگیزه­ی دانشجویان پزشکی به یادگیری زبان انگلیسی. مجله­ی توسعه­ی  آموزش در علوم پزشکی، سال ششم، شماره­ی 12، صص: 89 - 94.
کریمی، اعظم. (1394). نقش درک میان­فرهنگی و نگرش به مدرس در اضطراب یادگیری فارسی­آموزان.        پژوهش­نامه آموزش زبان فارسی به غیرفارسی­زبانان، شماره­ی 1، صص: 3-28.
نوشی کوچکسرایی، موسی و جبارپور،‌ شاداب. (1392). تأثیر ناپایدار و پایدار بازخورد اصلاحی بر خطاهای واژگانی و دستوری در نوشتار دانشجویان ایرانی؛ پیشنهادهایی برای بهبود دقت نگارش. فصلنامه‌ی پژوهش و نگارش کتب دانشگاهی، شماره­ی 30، صص: 22-49.
 
Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education, 5, 7-71.
Brown, H. D. (2004). Principles of Language Learning and Teaching, Oxford: Oxford University Press.
Clariana, R. B. (1993). A review of multiple-try feedback in traditional and computer-based instruction. Journal of Computer-Based Instruction, 20, 67-74.
Cook, V. (2008). Second language learning and language teaching. New York: Routledge.
Dörnyei, Z.  (2005). The psychology of the language learner: Individual differences in second language acquisition, Mahwah, NJ: Lawrence Erlbaum.
Ellis, R. (2009).  Corrective feedback and teacher development. Second Language Journal, 1 (1), 3 -18.
Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition 28, 339–368.
Freud, S. (1926). Inhibitions, symptoms and anxiety. In J. Strachey, & A. Freud (Eds.), The standard edition of the complete psychological works of Sigmund Freud (pp. 77-175). London: The Hogarth Press.
Fulcher, G., & Davidson, F. (2007). Language Testing and Assessment. London: Routledge.
Gardner, R.C. (1982). On Gardner on Affect: A discussion of validity as it relates to the attitud inal/motivational test battery: A response from Gardner. Language Learning, 32 (3), 191-199.
Gardner, R.C. (1985). Social Psychology and Second Language Acquisition. The Role of Attitudes and Motivation. London: Arnold.
Gibbs. G., &  Simpson, C. (2004). Does your assessment support your students’ learning? Learning and Teaching in Higher Education, 1(1), 3-31.
Leeman, J. (2003). Recasts and second language development: Beyond negative evidence. Studies in Second Language Acquisition, 25, 37-63.
Lightbown, P. M., & Spada, N. (1999). How Languages are Learned. Oxford, UK: Oxford University Press.
Long, M. H., Inagaki, S., & Ortega, L. (2011). The role of implicit negative feedback in SLA: Models and recasts in Japanese and Spanish. The Modern Language Journal, 82(3), 297-455.
Lyster, R., & Ranta, L.(1997). Corrective feedback and learner uptake. Studies in Second Language Acquisition, 19, 37-66.
Mackey, A. (1999). Input, interaction, and second language development. Studies in second language acquisition, 21(4), 557-587.
Mackey, A. (2012). Input, Interaction, and Corrective Feedback in L2 Learning. Oxford University Press Oxford, UK.
Mackey, A., Gass, S.,& McDonough, K. (2000).How do learners perceive international feedback? Studies in Second Language Acquisition, 22, 471-492.
Movahed, A. A. (2013). The Effect of Unfocused vs. Focused Written Corrective Feedback on the Writing Accuracy of Iranian Advanced EFL Learners. Unpublished MA Thesis, Garmsar University, Iran. [In Persian]
Papi, M. (2010). The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach. System, 38(3), 467-479.
Phillips, E. M. (1992). The effects of language anxiety on students’ oral test performance and attitudes.The Modern Language Journal, 76, 14-26.
Reber, T. (2001). Effective teaching behaviors and attitudes as perceived by foreignlanguage teachers. Doctoral dissertation, University of Arizona, Tucson.
Sauro, S. (2009). Computer-mediated corrective feedback and the development of L2 grammar. Language Learning and Technology, 13 (1), 96-120.
Schmidt, R. W. (1994) .Implicit learning and the cognitive unconscious: Of artificial grammarsand SLA. In N. Ellis (Ed.), Implicit and explicit learning of languages (pp. 165-210), London: Academic Press.
Scott, E. (2008). Corrective feedback in the language classroom: How to best point out language mistakes. Retrieved from http://languagestudy.suite101.com/article.cfm/ corrective_feedback_in_the_language_classroom.
Tedick, D., & Gortari, B. (1998). Research on error correction and implications for classroom teaching, University of Minnesota: ACIE Newsletter.
Tomasello, M., & Herron, C. (1998). Feedback for language transfer errors: The Garden Path technique. Studies in Second Language Acquisition, 11, 385-395.
Truscott,  J. (2004). Evidence and conjecture on the effects of correction: A response to Chandler. Journal of Second Language Writing, 13, 337-343.
Truscott, J. (2007). The effect of error correction on learners’ ability to write accurately. Journal of Second Language Writing, 16, 255-272.
Truscott, J. (2009). Arguments and appearances: A response to Chandler. Journal of Second Language Writing, 19(1), 59-60.

Files

History

  • Receive Date: 09 September 2017
  • Revise Date: 21 January 2018
  • Accept Date: 20 February 2018

Share

How to cite

Statistics