چکیده:
Corrective feedback (CF) and its different types have long absorbed many scholars and practitioners. As Ellis (2009) mentioned some experimental studies need to be carefully designed to discover the relative effectiveness of each of these CF techniques. The goal of this qualitative study was to discover whether the employment of different CF strategies could bring about an attitudinal shift. To this end, 132 learners were randomly assigned to six different groups each receiving a different kind of corrective feedback. The participants' responses were compared before and after the treatment to find out how their attitude changed over the course of correction. The results suggested that different kinds of feedback strategies have their own proponents. The participants voiced their views on those feedback strategies. The implica-tions of the findings are discussed at the end.
خلاصه ماشینی:
Exposure to Corrective Feedback Strategies and Attitudinal Shift Reza Vahdani Sanavi 1 *; Majid Nemati 2 1 Department of Foreign Language, Science and Research Branch, Islamic Azad University, Tehran, Iran 2 English Department, University of Tehran, Tehran, Iran Received: 13 Decamber , 2013 Accepted: 10 June , 2014 Abstract Corrective feedback (CF) and its different types have long absorbed many scholars and practitioners.
Keywords: CF Strategies, direct feedback, indirect feedback, focused feedback, unfocused feedback, reformulation, attitudinal shift, IELTS INTRODUCTION Corrective Feedback (CF) in one form or another has always fascinated teachers and applied lin- guists.
1) held "Even though students themselves are positive about written feedback and appear to value comments and corrections on all aspects of their texts, its contribution to students’ writing development is still unclear.
A. Importance of Attitudinal Study in Writing The rush of immigrants into the United States with a lot of them having a language other than English brought about some unintended conse- quences such as forming different attitudes rang- ing from positive to negative towards the Ameri- can way of life and culture (Suárez-Orozco & Suárez-Orozco, 2001).
Effective teaching can help students modify their defini- tions of good writing from a focus on mere con- ventions to a focus on audience and creativity (Kos & Maslowski, 2001).
The responses suggested that 23% of the participants liked this feedback strategy for its unconventionality: Most of my previous teachers did not cor- rect my compositions, but when they did they underlined one word and wrote the correct form on it but this was different.