النازسادات محمدیان اصفهانی، کارشناسی ارشد آموزش زبان انگلیسی، دکتر علیرضا نجفی

نام و نام خانوادگی:النازسادات محمدیان اصفهانی
عنوان پایان نامه: Investigating the Transfer of Accuracy from Focused and Unfocused Direct Written Corrective Feedback to EFL Learners’ Oral Productions
رشته تحصیلی:آموزش زبان انگلیسی
مقطع تحصیلی: کارشناسی ارشد ناپیوسته
استاد راهنما : دکتر علیرضا نجفی
چکیده:

This study conducts an experimental research on transfer of learning, focused and unfocused direct written corrective feedback (WCF), and progress of learners’ speaking. It attempts to investigate transfer of accuracy from one English skill (writing) to another skill of English language (speaking), which was supported by peers’ focused and unfocused direct written corrective feedback (WCF). In fact, it surveys the effect of peers’ focused and unfocused direct WCF on oral productions of Iranian low-intermediate learners of English as a foreign language (EFL). To this end, a group of Iranian low-intermediate EFL learners from academic center for education, culture, and research (ACECR) institute of English language participated in this study. They were homogenized by the placement test of the institute, but to ensure the true level of learners they were given an Oxford placement test (OPT). Then, they were randomly divided into two experimental groups of study; in which one of the groups administered the focused direct WCF and the other group received unfocused direct WCF. Both groups were taught a storybook entitled a little princess and they were asked to write a summary of the story in a way that one experimental group received focused direct WCF and the other experimental group was provided with unfocused direct WCF by peers. Before and after the treatment sessions, a pretest and posttest were administered, each. of which was comprised of two tests; one test of writing and one test of speaking. The comparison between the pretest and posttest indicated several implications. The findings of this study revealed that there is not a significant difference in EFL learners’ speaking accuracy in both groups of focused and unfocused direct WCF, though unfocused writing correction outperformed learners’ speaking. Learners in UDWCF group are able to percept their errors in writing and try to use correct form of them in their speaking. Therefore, far transfer of accuracy from writing to speaking leads to a positive transfer. In contrary with unfocused correction, FDWCF leads to a negative transfer because WCF does not affect the speaking accuracy.

کلیدواژه:

Transfer of Learning, Accuracy, Focused Written Corrective Feedback, Unfocused Written Corrective Feedback, Direct Written Corrective Feedback, Peer Corrective Feedback