چکیده:
In this study it was attempted to investigate whether different CF strategies, including implicit, explicit, and emergent CF, can differently affect the accuracy and fluency of oral production among Iranian EFL learners. In addition, it explored the learners' attitudes towards how they felt about the CF types applied in the classroom. For these purposes, the researchers selected 54 homogeneous pre-intermediate learners on the basis of the PET results and randomly assigned them into three experimental groups: the Implicit group, the Explicit group, and the Emergent group. While the Implicit and Explicit groups received just implicit feedback and explicit correction for their erroneous oral production, respectively, the Emergent group took CF from implicit to explicit. Oral narrative and picture description tasks and semi-structured interviews were used to collect the quantitative and qualitative data for the study. The results of inferential statistics indicated significant differences among the feedback types in both past-tense and future-tense accuracy. Moreover, the Emergent group had a better performance compared with the other groups with respect to accuracy. However, no significant difference was revealed among the feedback types with respect to fluency. The results of the content analysis also indicated that the learners mostly preferred to receive emergent feedback and participate in the process of error correction. The findings of this study can raise researchers', teachers', and teacher trainers' awareness of the function of various CF types.
خلاصه ماشینی:
In this regard, the present study aimed to investigate whether different CF types, in- cluding the implicit, explicit, and emergent CF, can have varying effects on the accuracy and fluency of Iranian EFL learners' oral production.
Is there a significant difference among the implicit, explicit, and emergent feedback types regarding their effectiveness in promoting the accuracy of Iranian EFL learners' oral performance?
2. Is there a significant difference among the implicit, explicit, and emergent feedback types regarding their effectiveness in promoting the fluency of Iranian EFL learners' oral performance?
To measure fluency of the learners' oral produc- tion, drawing on Lennon (1990), Cucchiarini, Strik, and Boves (2002) and Iwashita, Brown, McNamara, and O’Hagan (2008), the researchers counted the number of lexically and grammatically correct words produced orally by learn- ers per minute, while repetitions and hesitation markers (e.
In the Explicit group, the teacher afforded explicit correction in response to the errors produced orally by learners in applying simple past, past continuous, or be going to/present progressive for future prior plans.
Mean and Standard Error of Accuracy Scores in the Post-Test after Controlling for the Pre- Test Scores (View the image of this page) Results Concerning the Second Research Question The second research question asked whether there was a significant difference among the implicit, explicit, and emergent feedback types regarding their effec- tiveness in promoting the oral fluency of Iranian EFL learners.
(Positive) Discussion The present study was designed to determine the differential effect of the im- plicit, explicit, and emergent feedback types on the accuracy and fluency of Ira- nian EFL learners' oral production.