| Exploring the Effects of Teacher Metalinguistic Feedback and Peer Collaborative Feedback on Students’ Writing Performance |
| کد مقاله : 1015-CNF-FULL |
| نویسندگان |
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بیتا اسدی * گروه زبان انگلیسی دانشگاه آزاد ملارد |
| چکیده مقاله |
| Corrective feedback is defined as teacher’s or students’ reaction to a learner’s utterance containing an actual or perceived error. The last three decades have witnessed a considerable amount of research on the impacts of various types of corrective feedback on students’ written production. Along the same vein, the present study seeks to explore the effectiveness of providing teacher’s metalinguistic feedback vs. peers’ collaborative feedback on students’ writing performance. In so doing, the present study adopted a pretest-posttest quasi-experimental design including two experimental and one control groups. A total of 62 English as a foreign language (EFL) freshman students from two public universities in Tehran, Iran, participated in the study. The writing task utilized in the present were adopted from IELTS writing Task 2. The results of one-way between groups analysis of variance (ANOVA) revealed that students produced significantly more lexically diverse as well as more grammatically accurate language as a result of both treatments. Moreover, it was observed that peer collaborative feedback group students’ lexical diversity was significantly higher than those of other two groups. The findings of the study have implications for classroom teachers and material developers. |
| کلیدواژه ها |
| Corrective Feedback; Form-Focused Instruction; Lexical Diversity; Grammatical Range and Accuracy; Scaffolding |
| وضعیت: پذیرفته شده |