Differential Effectiveness of Corrective Feedback Techniques on the Development of Advanced Iranian EFL Learners’ Grammar Ability

Authors: GHOLAM-REZA ABBASIAN1, PARYA PARSARAD (corresponding) 2

This study was an attempt to give answer to some questions concerning finding the most effective ways to present feedback to advance level EFL learners’ grammatical errors in writing by comparing the impact of self-correction based written corrective feedback techniques and teacher-correction based ones on the development of learners’ grammar ability. To this end, a group of 62 female learners from a private English Institute and 41 both female and male learners from South Tehran Branch of Islamic Azad University were randomly assigned into two experimental groups: the first one received feedback on their writings through self-correction based written corrective feedback techniques but the second group was given teacher-correction based written corrective feedback through some techniques for their grammar errors. The learners given self-correction based written corrective feedback were supposed to self-correct their errors in the class after receiving their writing papers and in the case of not understanding the correct forms, with the help of their instructor, teacher or the researcher. The results indicated that self-correction based written corrective feedback and teacher-correction based written corrective feedback did not significantly affect the advanced EFL learners’ grammar ability development differently. However, the learners themselves perceived the self-correction based written corrective feedback techniques more effective and helpful in improving grammar ability.

Keywords: corrective feedback (CF), self-correction based written corrective feedback techniques, teacher-correction based written corrective feedback techniques

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The Effect of Context Clues on EFL Learners’ Reading Comprehension


There are a number of factors that influence the way a learner comprehends a reading passage. One of these factors is the context clues. This study was designed to investigate the effects of context clues on Iranian EFL learners’ reading comprehension. Two intact classes consisting of 60 intermediate students taking 3-credit General English course at Golestan University were randomly selected and divided into two groups, the context group and the control group. Both groups were given an individual background questionnaire, English proficiency test and a reading test as pretest. Then the experimental (context) group practiced different kinds of context clues as treatment for duration of eight sessions, while the control group received no training. At the end of the project, a posttest was administered to both groups in order to evaluate the effect of the clues on the learner’s reading comprehension. The findings displayed that the experimental group outperformed the control group in the posttest.

Key words: context clues; reading comprehension; strategies; EFL learners

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Humanizing Foreign Language Instruction Based on Abraham Maslow’s Hierarchy of Needs


Humanistic ideas in education are widely known since in the 60s and 70s the work of well-known psychologists such as Rogers or Maslow put forward theoretical bases for the humanistic movement. The writings of proponents of humanistic language teaching such as Moskowitz (1978), Stevick (1990) and Arnold (1999) have focused on the cognitive, affective and physical needs of the learner and several alternative methods for language teaching have offered different ways of putting all these ideas into practice. Humanistic language teaching places great emphasis on the human natural capacity for learning. This article emphasizes that humanistic education is more dependent on the inner need for self-evaluation. Abraham Maslow’s hierarchy of needs is an example of emphasizing the inner value of learning for individuals which can be used as a framework for foreign language teaching. Basic needs, safety needs, belonging needs, esteem needs, and self-actualization needs all have their own implications to our language teaching in a humanistic framework.

Keywords: Humanism, hierarchy of needs, self-actualization, language teaching

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Investigating the Effect of Portfolio Assessment on Vocabulary Learning of Iranian EFL Learners


Vocabulary as a major component of language learning has been the objective of numerous studies, each of which has its own contribution to the field. This study tried to investigate the effect of portfolio assessment as a teaching, learning and assessment tool on vocabulary learning of Iranian intermediate EFL learners. To this end, forty-three EFL female learners aged from 14 to 18 were chosen through convenience sampling from Shokouh language institute in Qhaemshahr, Mazandaran province. They were randomly assigned into two groups: experimental (n=24) and control group (n=19). The experimental group received the treatment i.e. portfolio assessment. They were asked to make portfolios. During the study learners reflected on assessment that they completed and created a portfolio to show what and how they learned and the teacher provided them with feedback whereas the control group received conventional classroom instruction. After the treatment, by pre-test/ post-test comparison the researcher found that participants of the experimental group who were exposed to the techniques of portfolio assessment, gained better scores in the process of learning vocabulary and outperformed the learners in the control group. Both high-stake and low-stake holders can avail from the findings of this study. The results have also some implications for assessment, teaching and learning of L2 vocabulary learning.

Key words: portfolio assessment, vocabulary learning, EFL learners.

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