A Comparative Study of the Effect of Teacher's Group and Individual Feedback on Iranian EFL Learners' Learning of Speech Acts in Apology Letter Writing

Autor/inn/en	Pourmousavi, Zahra; Mohamadi Zenouzagh, Zohre
Titel	A Comparative Study of the Effect of Teacher's Group and Individual Feedback on Iranian EFL Learners' Learning of Speech Acts in Apology Letter Writing
Quelle	In: Asian-Pacific Journal of Second and Foreign Language Education, 5 (2020), Artikel 14 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mohamadi Zenouzagh, Zohre)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2363-5169
DOI	10.1186/s40862-020-00088-w
Schlagwörter	Speech Acts; Second Language Learning; Second Language Instruction; English (Second Language); Pragmatics; Teaching Methods; Foreign Countries; Letters (Correspondence); Language Teachers; Comparative Analysis; Feedback (Response); Language Tests; Student Placement; Groups; Individualized Instruction; Iran + Suchen Sie Ihr Suchwort? Sprechakt; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Pragmalinguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Brief; Language teacher; Sprachunterricht; Language test; Sprachtest; Schülerpraktikum; Individualisierender Unterricht
Abstract	The linguistic scrutiny of any aspect of pragmatics is bound to considering carefully the context in which it is expressed. This becomes very glaring when the utterances that constitute discourse are viewed as performing social actions. In an EFL context like Iran, English language learners are in urgent need of raising their pragmatic awareness as they do not have regular access to an environment where the main language of communication is English. The major context for improving their pragmatic competence could be classroom. Thus, teachers need to cope with this issue which makes knowledge of speech acts more worthy of being dealt with. This research was an attempt to find out the effect of teacher's group feedback versus individual feedback on Iranian EFL learners' uptake of speech acts. To carry out the study, 32 pre-intermediate learners were chosen to take part based on convenient sampling through non-random grouping. To make sure that the learners were homogeneous, a Quick Placement Test (QPT) was administered before the treatment. Based on the design of the study, the learners were divided into two treatment conditions of individual and group feedback. The research was a quasi-experimental a pretest and a posttest of writing before and after the treatment to measure students' uptake of speech acts. Results of two paired-samples t-test and an independent samples t-test showed significant effect of individual feedback on learners' uptake of speech acts, while group feedback was not significant. It was also found that there was a significant difference between the effects of teacher feedback in groups vs. teacher feedback given to individual learners. The present research has significant implications. Tests can also focus more on promoting individual feedback among learners and teachers in washback effect. Teachers can also make principled decisions about the feedback condition that best boost leaner uptake in speech act. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01