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Comparative Effects of Direct and Metalinguistic Computer-Mediated Feedback on L2 Learners’ Writing Ability and Willingness-to-Write | ||
Journal of Modern Research in English Language Studies | ||
دوره 9، شماره 4، دی 2022، صفحه 119-142 اصل مقاله (899.74 K) | ||
نوع مقاله: Research Paper | ||
شناسه دیجیتال (DOI): 10.30479/jmrels.2022.17200.2064 | ||
نویسندگان | ||
Mahmood Hashemian1؛ Maryam Farhang-Ju* 2 | ||
1Shahrekord University | ||
2Shahid Chamran University of Ahvaz | ||
تاریخ دریافت: 15 اردیبهشت 1401، تاریخ بازنگری: 19 خرداد 1401، تاریخ پذیرش: 30 خرداد 1401 | ||
چکیده | ||
The present study investigated the probable effects of asynchronous direct and metalinguistic computer-mediated corrective feedback (CMCF) on the writing ability (WA) and willingness-to-write (WTW) of upper-intermediate L2 learners. To this aim, a convenient sample of 90 upper-intermediate L2 learners volunteered to participate in this study. In the next stage, they were assigned into 3 intact groups. Intact experimental groups received asynchronous direct CMCF and metalinguistic CMCF on the different aspects of their writings, whereas the control group did not receive any CMCF. To check the (probable) impact of asynchronous direct and metalinguistic CMCF on the participants’ WA, the researchers assessed the participants’ WA before and after the treatment. Furthermore, participants filled out a previously developed and validated WTW questionnaire before and after the treatment, which measured their WTW. In the last stage, 16 participants of the experimental groups were interviewed to provide an in-depth understanding of factors affecting the participants’ WTW. ANOVA results revealed that the participants’ WA significantly improved due to both asynchronous direct and metalinguistic CMCF, with no significant difference between the efficacies of the CMCF types. Besides, the results indicated that both CMCF types resulted in an improvement in the participants’ WTW. Furthermore, the theme analysis of interview findings suggested that the participants perceived CMCF to be facilitative. The interview results were in agreement with those of the quantitative analyses. The findings of this study may contribute to understating L2 learners’ needs and considering pedagogical decision-making for course developers and instructors. | ||
کلیدواژهها | ||
Computer-Mediated؛ Direct Feedback؛ Metalinguistic Feedback؛ Writing Ability (WA)؛ Willingness-to-Write (WTW) | ||
عنوان مقاله [English] | ||
تاثیرات مقایسه ای بازخوردهای رایانه-محور مستقیم و فرازبانی بر مهارت نوشتاری و تمایل به نوشتن زبان آموزان انگلیسی | ||
نویسندگان [English] | ||
محمود هاشمیان1؛ مریم فرهنگ جو2 | ||
1دانشگاه شهرکرد | ||
2دانشگاه شهید چمران اهواز | ||
چکیده [English] | ||
مطالعه حاضر تاثیر احتمالی بازخورد اصلاحی مستقیم و فرازبانی غیرهمزمان با واسطه کامپیوتری (CMCF) را بر توانایی نوشتن (WA) و تمایل به نوشتن (WTW) زبان آموزان سطح متوسط بررسی کرد. برای این منظور، یک نمونه مناسب متشکل از 90 زبان آموز سطح متوسط برای شرکت در این مطالعه داوطلب شدند. سسپس شرکت کنندگان به به 3 گروه مجزا تقسیم شدند. گروه های مجزا دست نخورده بازخورد اصلاحی مستقیم ناهمزمان و فرازبانی در جنبه های مختلف نوشته های خود دریافت کردند، در حالی که شرکت کنندگان گروه کنترل هیچ بازخورد اصلاحی دریافت نکردند. برای بررسی تأثیر (احتمالی) بازخورد اصلاحی مستقیم و فرازبانی ناهمزمان برتوانایی نوشتن شرکتکنندگان، یک پیش آزمون نوشتاری و یک پس آزمون نوشتاری از آن ها گرفته شد. علاوه بر این، آنها قبل و بعد از تیمار، پرسشنامه تمایل به نوشتن را که قبلاً طراحی و تأیید شده بود پر کردند تا تمایل به نوشتن ان ها ارزیابی شود. در مرحله آخر، 16 نفر از شرکت کنندگان گروه های آزمایشی مصاحبه شدند تا درک عکیق تری از عوامل موثر بر توانایی نوشتن و تمایل به نوشتن زبان آموزان فراهم شود. نتایج ANOVA نشان داد که توانایی نوشتن شرکتکنندگان در اثر بازخورد اصلاحی مستقیم و فرازبانی ناهمزمان به طور قابلتوجهی بهبود یافته است، اگرچه تفاوت معنیداری بین اثرات این دو نوع بازخورد وجود نداشت. علاوه بر این، نتایج نشان داد که هر دو نوع بازخورد اصلاحی منجر به بهبود تمایل به نوشتن شرکتکنندگان شد. به عقیده زبان اموزان بازخورد اصلاحب نقش تسهیل کننده در فرایند یادگیری انها داشته است. علاوه بر این، یافتههای مصاحبه با تحلیلهای کمی همخوانی داشت. یافته ها به درک نیازهای زبان آموزان L2 و در نظر گرفتن تصمیم گیری آموزشی برای توسعه دهندگان دوره اموزشی و مدرسان زبان انگلیسی کمک می کند. | ||
کلیدواژهها [English] | ||
رایانه-محور, بازخورد مستقیم, بازخوردهای فرازبانی, توانایی نوشتاری, تمایل به نوشتن | ||
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