Abstract:
The current study was an attempt to explore the underlying factor structures of the new TPCF questionnaire designed to determine EFL teachers’ perceptions of the effectiveness of corrective feedbacks (CFs). To this end, both male and female EFL teachers from private language institutes were conveniently selected to participate in the study. To come up with a suitable sample for construct validation (factor analysis), care was taken to select at least 125 participants (5 participants per item included in the final version of TPCF). Two research instruments were utilized in the current study including an interview and a newly designed questionnaire by the researcher. The findings revealed that underlying factor structures of the new TPCF included type of error & type of CF, time of feedback & teachers’ strategy, proficiency level & preplanning, perceived by learners, negative impression & gender difference, dominance, correction & CF enhancement. In addition, a new TPCF questionnaire was designed for EFL teachers’ perceptions of the effectiveness of corrective feedbacks. Eventually, the implications of the study are presented.
مطالعه حاضر تلاشی برای کشف ساختارهای عاملی اصلی پرسشنامه جدید TPCF بود که برای تعیین ادراک مدرسان زبان انگلیسی از اثربخشی بازخورد اصلاحی طراحی شده است. برای این منظور، مدرسان مرد و زن زبان انگلیسی مشغول به تدریس در مؤسسات خصوصی زبان از طریق نمونه گیری راحت برای شرکت در مطالعه انتخاب شدند. برای دستیابی به یک نمونه مناسب برای اعتبارسنجی سازه (تحلیل عاملی) ، این نکته مورد توجه قرار گرفت که حداقل 125 شرکت کننده (5 شرکت کننده به ازای هر یک از گویه های نسخه نهایی ( TPCF انتخاب شوند. در مطالعه حاضر از دو ابزار تحقیقاتی شامل مصاحبه و یک پرسشنامه تازه طراحی شده توسط محقق حوزه استفاده شده است. یافته ها نشان داد که ساختارهای عاملی اصلی TPCF جدید عبارتند از: نوع خطا و نوع بازخورد اصلاحی ، زمان بازخورد و راهبرد مدرسان ، سطح مهارت زبانی و برنامه ریزی ، ادراک فراگیران ، تأثیر منفی و تفاوت های جنسیتی ، غلبه ، و اصلاح و تقویت بازخورد اصلاحی. علاوه بر این ، یک پرسشنامه جدید TPCF برای بررسی ادراک مدرسان زبان انگلیسی از اثربخشی بازخورد اصلاحی طراحی شد. در نهایت ، کاربردهای مطالعه حاضر ارائه شده است.
Machine summary:
com ABSTRACT: The current study was an attempt to explore the underlying factor structures of the new TPCF questionnaire designed to determine EFL teachers’ perceptions of the effectiveness of corrective feedbacks (CFs).
The findings revealed that underlying factor structures of the new TPCF included type of error & type of CF, time of feedback & teachers’ strategy, proficiency level & preplanning, perceived by learners, negative impression & gender difference, dominance, correction & CF enhancement.
It also tries to ponder over the principles which are at the heart of the construct; the most significant part of this study is to try to design and validate a new context-specific scale for measuring the EFL teachers’ perceptions of CFs (TPCF) whereby one can determine which types of corrective feedbacks are perceived to be more effective.
Rassaei and Khorshidi (2013) investigated the effect of EFL learners’ gender on their preferences for corrective feedback through a questionnaire which was administered to 100 participants (50 males and 50 females) studying ELT at B.
Specification for Each Category of CF Category Item Total Type of Error &Type of CF 1,2,3,4,5,6,7,8,9,10,11,12, 13,14,15,16,17, 18 18Time of Feedback & Teachers’ Strategy 1,2,3,4,5,6,7,8,9,10,11,12, 17 13,14,15,16,17 Proficiency Level & Preplanning 1,2,3,4,5,6,7,8,9,10,11,12, 20 13,14,15,16,17, 18,19,20 Perceived by Learners 1,2,3,4,5,6,7,8,9,10,11,12, 17 13,14,15,16,17 Negative Impression 1,2,3,4,5,6,7,8,9,10,11,12, 20 & Gender Difference 13,14,15,16,17, 18,19,20 Dominance, Correction, & CF Enhancement 1,2,3,4,5,6,7,8,9,10,11,12, 18 13,14,15,16,17, 18 Total 110 Six categories were initially prepared for the questionnaire.