Hussein Meihami; Fateme Husseini; Rahman Sahragard
Abstract
It is an underestimated topic whether or not providing corrective feedback through portfolio-based writing instruction can be effective. Hence, the purpose of the current study was to investigate the effect of providing corrective feedback through portfolio-based writing instruction on the overall and ...
Read More
It is an underestimated topic whether or not providing corrective feedback through portfolio-based writing instruction can be effective. Hence, the purpose of the current study was to investigate the effect of providing corrective feedback through portfolio-based writing instruction on the overall and componential writing performance of the Iranian intermediate EFL learners. To that end, 44 intermediate EFL learners participated in a writing program aiming to develop the writing skill of the L2 learners. The participants were divided into the experimental group (N = 20) in which they received the corrective feedback on their writing through the portfolio-based writing, and the control group (N = 24) who received the traditional paper-and-pen corrective feedback on their writing. A pre-test/post-test design was administrated to address the purpose of the study. The results indicated that the experimental group significantly outperformed the control group both in overall and componential writing performance. Thus, it can be concluded that providing corrective feedback through portfolio-based writing can be constructive in developing intermediate EFL learners writing performance. This may be due to the features which portfolio-based writing brings to the L2 writing classroom including developing the motivation of the L2 learners to write, pushing them to be more autonomous in their learning, helping them to reflect upon their writing, and making the learners conscious about the process of writing. Thus, portfolio-based instruction can be thought of a collaborative way to provide corrective feedback on L2 learners writing performance. The study carries some implications for L2 writing teachers and learners.
Rahman Sahragard; Nurullah Mansourzadeh
Volume 3, Issue 3 , September 2016, , Pages 58-39
Abstract
Abstract
Teacher education is a very challenging and an interesting process, which has different stages and components. Mentorship is a crucial element in all teacher education stages, because student teachers’ professional identity and their future performance in real classrooms to a large degree, ...
Read More
Abstract
Teacher education is a very challenging and an interesting process, which has different stages and components. Mentorship is a crucial element in all teacher education stages, because student teachers’ professional identity and their future performance in real classrooms to a large degree, depend on the mentors’ feedbacks and supportive behavior during practicum phase. The main purpose of the present study was to investigate the quality of support and feedback provided on part of Iranian mentors during the practicum experience. The focus of the study was on the needs and expectations of Iranian EFL student teachers from their school mentors’ feedback and supportive decisions in the chaotic practicum period. The participants of the study were 18 Iranian EFL student teachers from a teacher-training center in Esfahan, Iran. To collect data, both qualitative and quantitative tools were used. Considering the quality of mentor feedback and supportive behavior, a high degree of satisfaction was reported among the cases, meeting their wants and expectations in a very substantial manner. As a result, the main strong points of mentors’ feedback behaviors refer to supportive, affective and confident domains in mentees while the weak points emphasized the need for more details regarding feedback as well as more supportive behaviors. The findings of the study revealed some hidden gaps between the quality of mentors’ feedback and the mentees needs, wants and expectations during the practicum stage.