چکیده:
The role of oral corrective feedback has been investigated by SLA researchers from various perspectives. Focusing on Iranian EFL context, the present study aimed to explore the role of receiving corrective feedback in the learning of English grammatical structures. It also probed the association between the type of corrective feedback and EFL learners’ learning styles. This was an experimental study examining a sample of 128 intermediate-level EFL learners through pretest-posttest control group design. Data of the study was analysed through one-way ANOVA conducted on post-test scores. Results of the study indicated that there were statistically significant differences between experimental groups and control group in terms of receiving feedback. These findings implied the outperformance of the metalinguistic feedback group over recast group and also the superiority of providing EFL learners with feedback compared to no-feedback. The results obtained from two-way ANOVA revealed an effectively significant interaction between the type of oral corrective feedback and the learners’ learning styles. The study discussed how both types of corrective feedback and learning styles could manipulate L2 acquisition which might have some implications for EFL language teachers in the classroom.
خلاصه ماشینی:
The Role of Corrective Feedback and Learning Styles on EFL Students’ Acquisition of Grammatical Structures Mohammad Khatib Associate Professor Allameh Tabataba’i University, Tehran, Iran mkhatib27@yahoo.
The results obtained from two-way ANOVA revealed an effectively significant interaction between the type of oral corrective feedback and the learners’ learning styles.
The study discussed how both types of corrective feedback and learning styles could manipulate L2 acquisition which might have some implications for EFL language teachers in the classroom.
The current study, in the first place, discusses the role CF plays in SLA, and then by presenting briefly the definitions and types of CF as well as those of LSs, tries its best to examine the effect of recast and metalinguistic feedback and the learners’ LSs on the acquisition of CGSs. 2.
g. , Chapelle & Green, 1992; Hansen & Stanfield, 1981; Johnson & Rosano, 1993; Tinajero & Páramo, 1998).
Considering the fact that scarcity of research is seen in such a field especially in recent years, and attempting to fill the existing gap, the current study employing a pretest/posttest as well as a correlational design explored the role of providing learners with different types of CF in the acquisition of certain grammatical structures and also investigated the correlation among CF, learning style and the acquisition of the target structures.
e. , to examine whether recast and metalinguistic feedbacks can assist or may have any impact on the learners’ learning and mastering of certain English structures if we control for their field- dependency LSs. To this end, an attempt was made to answer the following research questions: 1.