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Dergiler / Eurasian Journal of Applied Linguistics / 2020 / Cilt: 6 - Sayı: 1

Error feedback in second language speaking: Investigating the impact of modalities of error feedback on intermediate EFL students’ speaking ability

Alireza Khoram
Ali Darabi Bazvand
Jwamer Sarkawt Sarhad
Sayfa
63–80
Yayın Tarihi
2022-10-18
DOI
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Additionally, peer error feedback and teacher error feedback exerted different effects ontheir speaking ability.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Over the past few decades, error feedback has received substantial attention in language pedagogy.Despite this, few studies have been carried out on the effect and benefits of various modalities of errorfeedback on the oral proficiency of the intermediate EFL learners.
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Temel Bulgular & Veri:To this end, an experimental designwas adopted and implemented with 80 female high school students who were divided into four groups,namely, the intra-error feedback group (Intra-EF group), the inter-error feedback group (Inter-EF group),the teacher error feedback group (TEF group), and the control group.
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Sonuç & Katkı:Additionally, peer error feedback and teacher error feedback exerted different effects ontheir speaking ability.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Alan Parametreleri

Abstract

Over the past few decades, error feedback has received substantial attention in language pedagogy.Despite this, few studies have been carried out on the effect and benefits of various modalities of errorfeedback on the oral proficiency of the intermediate EFL learners. To this end, an experimental designwas adopted and implemented with 80 female high school students who were divided into four groups,namely, the intra-error feedback group (Intra-EF group), the inter-error feedback group (Inter-EF group),the teacher error feedback group (TEF group), and the control group. Treatment sessions for theexperimental groups included three sessions for completing the speaking tasks and three sessions forfeedback conferences. The participants in all groups completed the same speaking activities under thesame process of discussion, but received different modalities of error feedback in feedback sessions.Results of T-test, one-way ANOVA and Scheffe Post Hoc test revealed that different stages of peer errorfeedback (i.e., intra- and inter-error feedback), as well as teacher error feedback influenced the learners’speaking ability. Additionally, peer error feedback and teacher error feedback exerted different effects ontheir speaking ability.

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Bu Makaleye Atıf Yap

Khoram, A., Bazvand, A. D., Sarhad, J. S. (2022). Error feedback in second language speaking: Investigating the impact of modalities of error feedback on intermediate EFL students’ speaking ability. Eurasian Journal of Applied Linguistics, Cilt: 6 - Sayı: 1, 63–80. https://ajindex.com/articles/506989

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Kaynakça (11)

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