Puyan Taheri; Mohammad Abdollahi-Guilani
Abstract
This study compared teacher revision with peer revision on comprehension and production of relative clauses (RCs) in Iranian EFL students’ writing performance. Data were collected from 109 Iranian intermediate language learners studying at Imam Khomeini International University and Kharazmi University. ...
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This study compared teacher revision with peer revision on comprehension and production of relative clauses (RCs) in Iranian EFL students’ writing performance. Data were collected from 109 Iranian intermediate language learners studying at Imam Khomeini International University and Kharazmi University. After being homogenized by taking Michigan Test of English Language Proficiency (MTELP), they were divided into three groups (teacher revision, peer revision, and control). They all sat for the pretest. Then, the students in teacher revision and peer revision groups underwent eight treatment sessions, practicing teacher revision and peer revision respectively. The control group, however, did not receive any treatment. Then, the posttest was administered to all the groups. ANCOVA was employed to compare the performances of the groups. The results indicated that both teacher and peer revision were beneficial to students. However, peer revision led to better comprehension and production of RCs. The findings may carry implications for language educators, language learners, and language teachers.
Puyan Taheri; Mobin Khanlarzadeh
Volume 2, Issue 4 , November 2015, , Pages 75-59
Abstract
Although many studies have focused on the language learners’ beliefs and attitudes regarding error correction, less has been done to investigate whether and how student characteristics influence their preferences. The present investigation explores how socio-economic status affects the error correction ...
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Although many studies have focused on the language learners’ beliefs and attitudes regarding error correction, less has been done to investigate whether and how student characteristics influence their preferences. The present investigation explores how socio-economic status affects the error correction views of 140 upper-intermediate/advanced students, ranging from 23 to 31, in an EFL context. The participants' social class was determined by MacArthur scale of subjective socio-economic status. A questionnaire and a follow-up interview were employed to obtain the students' overall preferences about different aspects of oral corrective feedback (OCF). The results showed that the students unanimously favored teachers as the best provider of feedback and highly expected both local and global errors to be treated; nevertheless, whereas middle-class students would rather their errors to be corrected at the end of the class while the teacher addressed the whole class, high-class students did not mind if teachers corrected them individually as soon as they finished speaking. Besides, although predominantly the students preferred direct error correction, high-class students had a more positive view toward elicitation and self-error correction in general. The findings of this study highlight the influence of language learners' socio-economic status on how they expect their teachers to treat their oral errors.
