Effects of Asynchronous and Conventional Paper-and-Pen Metalinguistic Feedback on L2 Learners' Use of Verb Tense

Document Type: Research Paper


Payam Noor University


Although L2 researchers agree that written corrective feedback (WCF) improves L2 learners' grammatical accuracy, few systematic studies have investigated the effect of computer-mediated feedback on improving L2 learners' grammatical accuracy. This study was an attempt to investigate the comparative effects of two types of WCF (asynchronous computer-mediated and conventional paper-and-pen metalinguistic feedback on intermediate L2 learners' use of verb tense. The participants were 49 L2 learners chosen via convenience sampling whose ages ranged from 18-25. They were in 3 intact settings in Simin Institute in Tehran. They were assigned into 3 groups: 2 experimental and 1 control. To measure the participants' knowledge of verb tense before treatment, a pretest was administered. In the next step, the experimental groups received metalinguistic feedback in separate settings whereas the control group did not receive any treatment. Finally, a posttest was used to measure the participants' knowledge of verb tense after the treatment. Though the ANOVA findings suggested that both types of WCF resulted in the improvement of the participants' verb tense accuracy, the effect of computer-mediated asynchronous feedback on the use of verb tense was more profound. In a conclusion, WCF had a significant effect on the verb tense accuracy of intermediate L2 learners.


Article Title [Persian]

تاثیرات بازخورد غیرهمزمان و مرسوم کاغذ و خودکار فرازبانی بر استفاده صحیح گذشته ساده زبان اموزان انگلیسی

Authors [Persian]

  • مهسا شقاقی
  • حسن سلیمانی
Abstract [Persian]

اگرچه پژوهشگران با تاثیر بازخوردهای اصلاحی نوشتاری در بهبود دقت گرامری زبان آموزان موافق هستند، تاکنون پژوهش های محدودی در مورد بازخورد رایانه محور غیرهمزمان و مرسوم فرازبانی بر دقت نوشتاری زبان اموزان انگلیسی در یک تکلیف نوشتاری جدید انجام شده است. این مطالعه با هدف بررسی اثرات تطبیقی دو نوع بازخورد اصلاحی رایانه محور غیرهمزمان و مرسوم فرازبانی بر دقت نوشتاری زبان اموزان انگلیسی سطح متوسط انجام شده است. شرکت کنندگان 49 زبان آموز سطح متوسط ایرانی در زبانکده سمین تهران بودند که از طریق نمونه گیری آسان انتخاب شدند و سن ان ها بین 18-25 بود. ان ها در 3 گروه مجزا در این مطالعه شرکت کردند. آنها به 3 گروه تقسیم شدند: 2 آزمایش و 1 کنترل. برای اندازه گیری دانش زبان اموزان از فرم های زبان دوم قبل از تیمار، پیش آزمونی برگزار شد. در مرحله بعد، گروه های آزمایشی بازخورد فرازبانی را در محیط های جداگانه دریافت کردند، در حالی که گروه کنترل هیچگونه تیماری دریافت نکرد. در نهایت، پس ازتیمار، برای اندازه گیری دقت نوشتاری شرکت کنندگان پس آزمونی استفاده شد. اگرچه یافته های ANOVA نشان داد که هر دو نوع بازخورد اصلاحی منجر به بهبود دقت نوشتن شرکت کنندگان شد، تأثیر بازخورد رایانه محور غیرهمزمان بر روی دقت دستورالعمل آنها بیشتر بود. به طور خلاصه، بازخورد اصلاحی تاثیر قابل توجهی بر دقت دستوری زبان آموزان سطح متوسط در نوشتن تکالیف جدید آنها داشت. یافته ها برای معلمان، یادگیرندگان و دانش پژوهان مفید است.

Keywords [Persian]

  • بازخورد غیرهمزمان
  • بازخورد رایانه محور
  • دقت دستوری
  • بازخورد فرازبانی
  • بازخورد اصلاحی نوشتار


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