Effect of Autonomous Noticing Activities on EFL Learners’ Grammatical Accuracy
Publish place: Journal of Research in Applied Linguistics، Vol: 8، Issue: 2
Publish Year: 1396
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_RALS-8-2_003
تاریخ نمایه سازی: 17 اردیبهشت 1403
Abstract:
This study focused on the effect of transcribing task, as a noticing activity, on EFL learners’ grammatical accuracy. For ۲۰ sessions, oral discussion tasks were assigned to ۲ intermediate adult EFL classrooms, with ۱ class serving as the control group and the other as the experimental group. For this purpose, the learners were divided into groups of ۳ or ۴ in each class. Learners in both groups were asked to record their group conversations each session. Unlike the control group, the learners in the experimental group were engaged in the posttask activity. Working individually, they first transcribed the recorded classroom speaking task and autonomously tried to correct their own and their peers’ grammatical mistakes. Subsequently, collaboratively, the learners engaged in further reformulation of these mistakes. Results obtained from the t test indicated that the transcription of oral output with a follow-up self- and peer-correction significantly enhanced the accuracy of the EFL learners’ production.
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Authors
Sakineh Jafari
English Department, University of Isfahan, Isfahan, Iran
Saeed Ketabi
English Department, University of Isfahan, Isfahan, Iran
Mansoor Tavakoli
English Department, University of Isfahan, Isfahan, Iran
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