The Effect of Interactive Metalinguistic Feedback on the Iranian Middle School Students’ Argumentative Writing in English: A Mixed Methods Research
Publish place: Research in English Language pedagogy، Vol: 11، Issue: 1
Publish Year: 1402
نوع سند: مقاله ژورنالی
زبان: English
View: 127
This Paper With 22 Page And PDF Format Ready To Download
- Certificate
- من نویسنده این مقاله هستم
استخراج به نرم افزارهای پژوهشی:
شناسه ملی سند علمی:
JR_RELT-11-1_005
تاریخ نمایه سازی: 28 فروردین 1402
Abstract:
The subject of corrective feedback in writing in English has always been a contentious issue among Second Language Acquisition (SLA) researchers despite an extensive body of research investigating the matter. This mixed-methods study aimed to examine the effectiveness of Interactive Metalinguistic Feedback (IMF) on the Iranian middle school students' ability in argumentative writing. To this aim, based on a multi-stage sampling, from ۵ middle schools in Varamin, six classes were selected randomly; finally, ۴۰ EFL students were sampled from the courses as the main participants of this study. A researcher-made writing test and a self-assessment questionnaire were utilized to collect the quantitative data. The participants were grouped into Interactive Metalinguistic Feedback Class (IMFC) and Control Class (CC) and they were given a writing test as a pretest to ensure their homogeneity in terms of initial writing ability. After a ۱۲-session treatment, a writing posttest was given to them. Furthermore, a self-assessment questionnaire was administered to collect data on students' attitudes toward the IMF in the learning-teaching process. To assemble the qualitative data, an interview accompanied by observation was conducted after the treatment to complement the quantitative results. The experimental findings of this current study revealed that IMF had a significant effect on the growth of argumentative writing ability among EFL students. The results of the qualitative part also indicated that social learning, situated learning, and dialogic interaction through IMF encouraged students to develop their writing skills as they co-constructed knowledge with others.
Keywords:
Authors
Aliakbar Tajik
Department of English Translation, Faculty of Literature and Humanities, Varamin-Pishva Branch, Islamic Azad University, Varamin, Iran
Neda Hedayat
Department of English Translation, Faculty of Literature and Humanities, Varamin-Pishva Branch, Islamic Azad University, Varamin, Iran
Neda Gharagozloo
Department of English Translation, Faculty of Literature and Humanities, Islamic Azad University, Varamin-Pishva Branch, Varamin, Iran
مراجع و منابع این Paper:
لیست زیر مراجع و منابع استفاده شده در این Paper را نمایش می دهد. این مراجع به صورت کاملا ماشینی و بر اساس هوش مصنوعی استخراج شده اند و لذا ممکن است دارای اشکالاتی باشند که به مرور زمان دقت استخراج این محتوا افزایش می یابد. مراجعی که مقالات مربوط به آنها در سیویلیکا نمایه شده و پیدا شده اند، به خود Paper لینک شده اند :