Draft Specific Scoring and Teacher Corrective Feedback: Hearing Learners’ Voice

Document Type: Research Paper

Authors

1 Amirkabir University of Technology

2 Associate Professor, Faculty of Foreign Languages and Literatures, University of Tehran, Iran

Abstract

One may not comment on the effectiveness of teacher corrective feedback (CF) before first ensuring learners’ attendance. The majority of the studies carried out on teacher CF have mistakenly presupposed learners’ attendance to and noticing of teacher feedback without any attempt to check or ensure them. The present study was an attempt to examine the effect of CF on learners’ writing ability when it is accompanied by Draft Specific Scoring, a technique designed to maximize learners’ motivation to attend to teacher feedback while minimizing the negative effect grading might have on learners’ attention (Azizi, 2013; Nemati & Azizi, 2013). In so doing, 57 intermediate students of English Language Literature at University of Tehran, in the form of two groups with one receiving CF and the other one receiving CF plus Draft-Specific Scoring (DSS), were studied. The results of the Split-plot ANOVA between the two groups’ pretest and posttest indicated that the treatment group could significantly outperform the control group in overall writing proficiency as well as the four components assessed in IELTS writing task 2. In addition, learners’ motivation, attendance, and attitudes were explored into using a questionnaire and a written interview. The participants experiencing DSS reported a high level of motivation and attendance. They also held a very positive attitude toward the technique they had undergone. The results indicate that it is possible to make teacher corrective feedback work if the intervening variables, more particularly motivation, are taken care of.

Keywords


Article Title [Persian]

ارزشیابی پلکانی و بازخورد اصلاحی معلم در مهارت نوشتاری: آنچه که زبان آموزان می اندیشند

Authors [Persian]

  • مسعود عزیزی 1
  • مجید نعمتی 2
Abstract [Persian]

قبل از حصول اطمینان در خصوص توجه زبان آموزان به بازخوردهای اصلاحی از طرف معلم و کاربرد آن در نوشته های آتی خود، هرگونه قضاوت در مورد میزان تاثیرگزاری بازخوردهای اصلاحی معلم در مهارت نوشتاری غیرمنطقی به نظر می رسد. در اغلب مطالعات انجام شده در این خصوص، دریافت بازخورد به وسیلۀ زبان آموزان با توجه ایشان به آن و کاربرد آن در نوشته های آتی ایشان برابر فرض می شوند در حالیکه هیچ گونه تلاشی برای راستی آزمایی این فرضیه صورت نمی گیرد. مطالعه حاضر تلاشی بوده است در راستای بررسی تاثیر بازخوردهای اصلاحی معلم بر مهارت نوشتاری زبان آموزان بعد از حصول اطمینان از توجه ایشان به بازخودرهای دریافتی. در این راستا از تکنیک ارزشیابی پلکانی (عزیزی، 2013؛ نعمتی و عزیزی، 2013) استفاده شد. در ارزشیابی پلکانی، دانشجویان می توانند با اعمال نظرات استاد اقدام به بهبود کیفیت نوشته های اولیه خود نموده و بر اساس کیفیت نسخه ی اصلاح شده، نمره ی دریافتی خود را ارتقا بخشند. این روند می تواند تا ٢ مرتبه ادامه یابد. نمره نهایی دانشجو، میانگین نمراتی خواهد بود که وی در آخرین نسخه ی اصلاح شده ی هر یک از تکالیف خود در طول ترم تحصیلی کسب کرده است. مطالعه ی حاضر، تلاشی در راستای بررسی تاثیر این شیوه ی جدید بر توانایی نوشتاری بود. همچنین نظرات، احساسات و نوع نگرش دانشجویان نسبت به این نوع ارزشیابی مورد بررسی قرار گرفت. نتایج به دست آمده نشان داد که میزان پیشرفت توانایی نوشتاری زبان آموزان در گروه آزمایش به طور معنا داری از گروه گواه بیشتر بود. همچنین مشاهده گردید که دانشجویان گروه آزمایش از دید مثبت و انگیزه ی بالا در به کار گیری نظرات استاد برخوردار بودند.

Keywords [Persian]

  • بازخورد اصلاحی معلم
  • ارزشیابی پلکانی
  • مهارت نوشتاری
  • آیلتس
  • نظرات زبان آموزان
  • آنگیزه
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