A Comparative Study of Corrective Feedback Types (Metalinguistic Feedback, Clarification Request and Elicitation) On Learning Collocations Among Advanced Iranian EFL Learners

The purpose of this research was to find out whether using different types of feedback effect the knowledge of collocation. Collocations enable EFL learners to know more about language chunks used by native speakers and improve their communicative competence and corrective feedback is known as an aid to make the process of learning easier. This research was conducted with ۶۰ Iranian advanced EFL learners through convenient sampling method. The participants were both males and females studying English. To determine participants’ homogeneity, the researcher performed an Oxford Placement Test (OPT). Based on the OPT scale the participants whose scores fall between ۳۰- ۵۰ are considered advanced level. After analyzing the data, ۴۱of participants’ whose scores fell between one standard deviation above and below the mean were selected. They were set into three experimental groups: the metalinguistic feedback group, the clarification request group and the elicitation group. Then the treatment began during which each group of students was provided with one of the specified modes of corrective feedback. Paired-sample T-test and ANCOVA were used for data analysis. The result of the present study showed that there is a significant difference between the performances of the groups in terms of their knowledge of collocation in post-test. It can be concluded that providing elicitation is the most effective one among metalinguistic feedback and clarification request.

Keywords:

clarification request , collocation , elicitation , metalinguistic feedback.