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The Impact of Peer Corrective Feedback on Extroverted and Introverted Iranian Elementary L2 Learners’ Reading Comprehension | ||
| Journal of Modern Research in English Language Studies | ||
| مقاله 5، دوره 10، شماره 4، دی 2023، صفحه 87-111 اصل مقاله (1.05 M) | ||
| نوع مقاله: research paper | ||
| شناسه دیجیتال (DOI): 10.30479/jmrels.2023.17541.2095 | ||
| نویسندگان | ||
| Afshin Mansouri Qadikolaei1؛ Amir Marzban* 2 | ||
| 1Allameh Mohaddes Nouri University, Nour, Mazandaran, Iran | ||
| 2Faculty member, Islamic Azad University, Qaemshahr, Mazandaran, Iran | ||
| تاریخ دریافت: 20 تیر 1401، تاریخ بازنگری: 11 بهمن 1401، تاریخ پذیرش: 04 فروردین 1402 | ||
| چکیده | ||
| There seems to be a link between the type of corrective feedback students receive in the classroom and their personality styles. The current study investigated the effect of peer corrective feedback on the reading comprehension of extroverted and introverted Iranian elementary L2 learners. At first, a Quick Oxford Placement Test (QOPT) was used to select thirty-three elementary EFL students as participants. Then, based on their responses to the Persian translation of the Eysenck Personality Inventory (EPI) questionnaire, the participants were classified as extroverted and introverted learners. The participants were also divided into two groups; peer corrective feedback–extroverted learners and peer corrective feedback–introverted learners. In terms of the quantitative part of the study, a pre-test (a reading comprehension test), eight treatment sessions (peer corrective feedback sessions), and a post-test (the same as the pre-test) were administered in reading comprehension classes over the course of a semester. As the qualitative part of the study, there was an interview session to assess the participants’ attitudes towards the provision of peer corrective feedback. The quantitative data analysis results revealed that both groups benefited from the intervention. Although there was no statistically significant difference between the groups, introverted students outperformed extroverted ones. The findings of the qualitative data analysis revealed that the majority of the participants agreed with the provision of peer corrective feedback in reading comprehension classes. According to the study’s findings, using peer corrective feedback in reading comprehension courses improved both extroverted and introverted L2 learners’ reading comprehension. | ||
| کلیدواژه‌ها | ||
| Peer corrective feedback؛ Extroversion؛ Introversion؛ Reading Comprehension | ||
| عنوان مقاله [English] | ||
| تاثیر بازخورد اصلاحی توسط همکلاسی ها بر توانایی خواندن و درک مطﻠب زبان آموزان سطح مقدماتی برونگرا و درونگرای ایرانی | ||
| نویسندگان [English] | ||
| افشین منصوری قادیکلایی1؛ امیر مرزبان2 | ||
| 1دانشگاه علامه محدث نوری-نور-مازندران-ایران | ||
| 2عضو هیات علمی دانشگاه آزاد اسلامی واحد قائمشهر | ||
| چکیده [English] | ||
| به نظر میرسد بین نوع بازخورد اصلاحی که دانش‌آموزان در کلاس دریافت می‌کنند و سبک‌های شخصیت آن‌ها، ارتباط وجود دارد. تحقیق حاضر، تأثیر بازخورد اصلاحی توسط همکلاسی‌ها بر خواندن و درک مطلب زبان‌آموزان سطح مقدماتی برونگرا و درونگرای ایرانی را مورد بررسی قرار داده است. در ابتدا، از آزمون تعیین سطح آکسفورد برای انتخاب سی و سه نفر از زبان‌آموزان سطح مقدماتی به عنوان شرکت‌کننده استفاده شد. سپس شرکت‌کنندگان بر اساس نمرات خود در ترجمه فارسی پرسشنامه شخصیتی آیزنک به دو گروه زبان‌آموزان برونگرا و درونگرا طبقه‌بندی شدند. همچنین، شرکت‌کنندگان به دو گروه «زبان‌آموزان برون گرا و بازخورد اصلاحی توسط همکلاسی ها» و «زبان‌آموزان درون گرا و بازخورد اصلاحی توسط همکلاسی ها» تقسیم شدند. به منظور انجام بخش کمّی پژوهش، جلسه پیش آزمون (آزمون خواندن و درک مطلب)، هشت جلسه آموزش (جلسات بازخورد اصلاحی توسط همکلاسی‌ها) و جلسه پس آزمون (مشابه پیش آزمون) در کلاس‌های خواندن و درک مطلب در طول یک ترم برگزارشد. برای انجام بخش کیفی پژوهش نیز یک جلسه مصاحبه به منظور بررسی نگرش شرکت‌کنندگان در مورد بکارگیری بازخورد اصلاحی توسط همکلاسی‌ها انجام شد. نتایج آنالیز کمی داده‌ها نشان داده است که اقدامات انجام شده در جلسات آموزش برای هر دو گروه سودمند بوده است. اگرچه تفاوت آماری معناداری بین دو گروه مشاهده نشد، زبان‌آموزان درون گرا عملکرد بهتری نسبت به زبان‌آموزان برونگرا داشتند. نتایج آنالیز کیفی داده‌ها نشان داده است که بیشتر افراد شرکت‌کننده نظرات مثبتی در مورد بکارگیری بازخورد اصلاحی توسط همکلاسی‌ها داشتند. یافته‌های تحقیق حاضر اظهار دارد که بکارگیری بازخورد اصلاحی توسط همکلاسی‌ها در کلاس‌های خواندن و درک مطلب، توانایی خواندن و درک مطلب زبان‌آموزان برونگرا و درونگرا را بهبود می‌بخشد. | ||
| کلیدواژه‌ها [English] | ||
| بازخورد اصلاحی توسط همکلاسی ها, برونگرایی, درونگرایی, خواندن و درک مطلب | ||
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آمار تعداد مشاهده مقاله: 477 تعداد دریافت فایل اصل مقاله: 789 |
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