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Error feedback in second language speaking: Investigating the impact of modalities of error feedback on intermediate EFL students’ speaking ability
Eurasian Journal of Applied Linguistics Pub Date : 2020-03-27 , DOI: 10.32601/ejal.710205
Alireza KHORAM , Ali DARABİ BAZVAND , Jwamer SARKAWT SARHAD

Over the past few decades, error feedback has received substantial attention in language pedagogy. Despite this, few studies have been carried out on the effect and benefits of various modalities of error feedback on the oral proficiency of the intermediate EFL learners. To this end, an experimental design was adopted and implemented with 80 female high school students who were divided into four groups, namely, the intra-error feedback group (Intra-EF group), the inter-error feedback group (Inter-EF group), the teacher error feedback group (TEF group), and the control group. Treatment sessions for the experimental groups included three sessions for completing the speaking tasks and three sessions for feedback conferences. The participants in all groups completed the same speaking activities under the same process of discussion, but received different modalities of error feedback in feedback sessions. Results of T-test, one-way ANOVA and Scheffe Post Hoc test revealed that different stages of peer error feedback (i.e., intra- and inter-error feedback), as well as teacher error feedback influenced the learners’ speaking ability. Additionally, peer error feedback and teacher error feedback exerted different effects on their speaking ability.

中文翻译:

第二语言的错误反馈:研究错误反馈方式对中级英语学生口语能力的影响

在过去的几十年中,错误反馈在语言教学法中受到了广泛的关注。尽管如此,关于错误反馈的各种方式对中级英语学习者口语水平的影响和益处的研究很少。为此,采用了一项实验设计,将80名女高中生分为四个组,即错误内反馈组(Intra-EF组),错误间反馈组(Inter-EF组)。 ),教师错误反馈组(TEF组)和对照组。实验组的治疗会议包括完成演讲任务的三个会议和反馈会议的三个会议。所有小组的参与者在相同的讨论过程中完成了相同的演讲活动,但在反馈会话中收到了不同形式的错误反馈。T检验,单向方差分析和Scheffe Post Hoc检验的结果表明,同伴错误反馈的不同阶段(即错误内和错误间反馈)以及教师错误反馈会影响学习者的口语能力。此外,同伴错误反馈和教师错误反馈对他们的口语能力产生不同的影响。
更新日期:2020-03-27
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