| The Impact of Peer Correction, Self-Correction, and Teacher Correction on EFL Learners’ Writing Accuracy Development |
| کد مقاله : 1005-CNF-FULL |
| نویسندگان |
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مریم سلیمانی *1، حسن بشیرنژاد2 1دانشگاه فرهنگیان پردیس علامه طباطبایی 2دانشگاه فرهنگیان پردیس دکتر شریعتی مازندران |
| چکیده مقاله |
| One of the most important issues in EFL instruction is the idea of eliminating students’ linguistic errors through providing corrective feedback. Accordingly, this study investigated the immediate and delayed effects of peer correction, self-correction, and teacher correction on the accuracy improvement of intermediate EFL learners. Data collection tools encompassed TOEFL Test, pre-test, and immediate and delayed post-tests. Through the TOEFL test, the researcher selected 3 intact intermediate classes assigned into peer correction, self-correction and teacher correction. In the beginning of the study, all participants were assigned to write a composition on a topic as pre-test. After writing the compositions, the first group (peer), including two learners in each group, corrected the errors underlined by the teacher together. The learners in the second group, namely, self-correction, corrected the errors underlined by teacher individually and the third group received the correct forms written by the teacher on top of the errors. All the groups wrote 6 compositions on the topics during 6 sessions. This procedure was followed for 6 weeks and the 6th composition was regarded as immediate post-test and after a month (i.e., 12th week), delayed post-test was conducted for all learners. The findings of ANOVA indicated that both peer correction and self-correction were influential in enhancing learners' writing accuracy; however, the group doing peer correction outperformed the self-correction one. The implications are discussed in relation to enhancing writing accuracy of the learners across varying proficiency levels. |
| کلیدواژه ها |
| Peer correction, Self-correction, Teacher correction, Accuracy, Sociocultural Theory |
| وضعیت: پذیرفته شده |