چکیده:
A remarkable body of empirical research within form-focused language teaching
framework has examined the tripartite dimensions of corrective feedback, i.e.,
linguistic, contextual and individual aspects, in isolation. Nonetheless, a holistic
understanding of the role of oral corrective feedback (CF) in the acquisition of L2
forms seems to rely on uncovering how these dimensions function in interaction
with each other. The present study aimed to examine the differential effects of
immediate and delayed feedback in the acquisition of English simple past form, and
the hypothesized moderating effect of Willingness to Communicate (WTC) on the
effectiveness of feedback timing. Sixty pre-intermediate-level Iranian EFL learners
participated in an experiment as members of immediate and delayed feedback
groups, and each learner was differentiated as either high-WTC or low-WTC, based
on the result of WTC questionnaire. The pedagogical gains were assessed with a
grammaticality judgment test at three different points of time, pre-test, post-test and
delayed post-test. The results of a Two-way ANCOVA showed no significant
difference between immediate and delayed CF in short-term and long-term
acquisition. Despite the insignificant interaction effect witnessed between feedback
timing and WTC, the findings demonstrated that learners with high-WTC in both
groups outperformed slightly in comparison to low-WTC learners. The results are
interpreted in light of the number and duration of feedback treatment sessions as
well as the instruments used for measuring the acquisition outcome. It is suggested
that further studies be conducted concerning the interactions between instructional,
interactional and learner-internal aspects of CF functioning.
خلاصه ماشینی:
Vol. 6, No. 2, 2019, 27-52 Effects of Feedback Timing and Willingness to Communicate on the Acquisition of Simple Past Form Davoud Amini1*, Saleh Ashrafi2 1*Assistant Professor, Department of English Language and Literature, Azarbaijan Shahid Madani University, Tabriz, Iran, d.
Thus, there were three general purposes for conducting this study: First, to Amini & Ashrafi/ Effects of feedback timing and willingness to communicate… 29 find out whether immediate and delayed oral CF had differential effects on the acquisition of simple past forms in short and long run.
In a similar follow-up study for testing the hypothesis as to the interactive relationship between the explicit/implicit types of oral CF and second language classroom anxiety, Rassaie (2015) carried out an experimental research in Iranian EFL context, and reported that learners with a high level of anxiety evinced a significant tendency to respond in accuracy development to the implicit CF than metalinguistic clues while low-anxiety learners were responsive to both explicit and recast form of CF.
Table 1 Summary of Research Findings on Feedback Timing Research Finding Outstanding Studies Identical effectiveness of both Arroyo & Yilmaz, 2018; Lavolette, 2014; Li, et immediate CF and delayed CF on al, 2016; Nakata, 2014; Quinn, 2014; SLA Varnosfadrani, 2006 The effectiveness of immediate CF Farmani, Akbari & Ghanizadeh, 2017; Fu & over delayed CF on SLA Nassaji, 2016; Shabani & Safari, 2016a; Siyyari, 2005 The effectiveness of delayed CF Rahimi & Vahid Dastjerdi , 2012 over immediate CF on SLA Regarding the interaction between feedback timing and foreign language anxiety, Shabani and Safari (2016b) carried out a research on both the learners‟ perceptions on the level of anxiety caused by different immediate and delayed CF and the role anxiety plays in accurate oral production.