1 MA student at Department of English Language, Sepdian Branch, Azad University

2 Assistant professor at Department of English Language, Sepdian Branch, Azad University


Many studies have been conducted on peer feedback in the fields of education in general and applied linguistics in particular. In spite of peer feedback’s popularity and benefits, there are some gaps in the peer feedback research. To fill the gaps, this study, through using a quasi-experimental design, tried to compare the effects of classroom peer-feedback with those of teacher-feedback on improving self confidence among Iranian EFL learners.  Recruiting two classes with 30 and 29 participants as control and experimental groups, the researchers gathered the data through administering a questionnaire. The data gathered from pretest and posttest questionnaires, were compared through t-test statistical procedure. The results indicated that both teacher and peer feedback resulted in higher self confidence among advance language learners. However, peer-feedback overrode teacher feedback in improving students' self confidence. The findings have implications for EFL teachers and materials developers.


Article Title [Persian]

 تاثیر بازخورد همسالان در کلاس درس بر بهبود خود اعتمادی پیشرفته ی دانش آموزان

Authors [Persian]

  • سارا فیلی 1
  • محمدعلی آیت الهی 2

1 کارشناسی ارشد آموزش زبان انگلیسی دانشگاه آزاد اسلامی واحد سپیدان

2 استاد یار گروه زبان انگلیسی دانشگاه آزاد اسلامی واحد سپیدان

Abstract [Persian]

اکثر مطالعات در زمینه ی بازخورد گروه همسالان عموما در زمینه ی آموزش و به ویژه در زمینه ی زبان شناسی کاربردی انجام شده اند. علیرغم شناخت و مزایای  بازخورد گروه همسالان،  خلاء هایی در تحقیقات بازخورد گروه همسالان وجود دارد. برای پر کردن این خلاء ها، این تحقیق با استفاده از طراحی های نیمه تجربی سعی در بررسی اثرات بازخورد معلم و بازخورد گروه همسالان در کلاس درس با تکیه بر فاکتور روانشناسی و  اعتماد در چارچوب  موسسه های زبان دارد. با اجاره ی دو کلاس، به ترتیب با 30 و 29 شرکت کننده به عنوان گروههای کنترل و تجربی، محقق به جمع آوری داده ها از طریق توزیع پرسشنامه می پردازد. داده های جمع آوری شده از پرسشنامه های پیش تست و پست تست با استفاده از روش تست- t برای یافتن پاسخ های سوالات تحقیق مقایسه شدند. نتایج خاطر نشان ساختند که هر دو نوع بازخورد معلم و همسالان منجر به اعتماد و اطمینان بیشتر در میان یادگیرندگان زبان در مراحل پیشرفته می شود. اگرچه، تحلیل داده ها خاطر نشان می سازد که بازخورد همسالان در بهبود اعتماد دانش آموزان به بازخورد معلم برتری دارد. این یافته ها سازوکارهایی برای معلمان آموزش زبان دوم EFL و مدیران مواد آموزشی به همراه دارد.

Keywords [Persian]

  • بازخورد همسالان
  • بازخورد معلم
  • بازخورد کلاس درس
  • خود اعتمادی

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