Results 11 -
16 of
16
www.hrmars.com The Impact of Teacher’s Implicit versus Explicit Corrective Feedback on Learning L2 grammar by Iranian
"... This study aimed to investigate the impact of oral corrective feedback on acquiring simple past tense and quantifiers by Persian EFL learners in spring 2012. In an experimental design (two experimental groups and a control group), 90 low-intermediate learners of second language English performed com ..."
Abstract
- Add to MetaCart
(Show Context)
This study aimed to investigate the impact of oral corrective feedback on acquiring simple past tense and quantifiers by Persian EFL learners in spring 2012. In an experimental design (two experimental groups and a control group), 90 low-intermediate learners of second language English performed communicative tasks (spot different test) during which they received either recasts (implicit feedback) or metalinguistic explanation (explicit feedback) in response to any utterance that contained an error in the target structure. Acquisition was measured by means of a multiple choice test.The test was administered prior to the instruction, 1 day after the instruction, and again 2 weeks late. Statistical comparisons of the learners ’ performance on the immediate and delayed posttest showed a clear advantage for explicit feedback over implicit feedback.
ELABORATION AND VALIDATION OF AN ESL/EFL SOFTWARE EVALUATION INSTRUMENT
"... This study aimed at elaborating and validating an ESL/ EFL software evaluation instrument that encompassed the principles of Communicative Language Teaching and an interactive approach to computer use for language learning. Once the instrument was elaborated, it was tested for its internal consisten ..."
Abstract
- Add to MetaCart
(Show Context)
This study aimed at elaborating and validating an ESL/ EFL software evaluation instrument that encompassed the principles of Communicative Language Teaching and an interactive approach to computer use for language learning. Once the instrument was elaborated, it was tested for its internal consistency and inter-item and inter-rater reliability. The results of the Pearson Coefficient and the ICC Coefficient measures indicated high levels of inter-rater reliability for the group of 26 teachers. The Cronbach’s Alpha Coefficients for the three programs indicated that the ESL/EFL software evaluation instrument had adequate levels of inter-item reliability. These results suggest that the ESL/EFL software evaluation instrument has high levels of internal consistency. These results indicate that the evaluation instrument has a high degree of reliability. The positive indicators of reliability obtained from the procedures used to assess the inter-rater reliability and the internal consistency and the face and content validity attributed to the instrument suggest that the ESL/EFL software evaluation 306 Vládia M. C. Borges instrument is potentially valid for assessing the degree to which ESL/EFL software programs develop language skills according to the Communicative Language Teaching principles and an interactive approach to computer use in language learning.
Retrospective Theses and Dissertations. Paper 15356.
, 2008
"... The role of recasts in the interactions of native- ..."
(Show Context)
Impact of Recasts and Prompts on the Learning of English Third Person Singular Marker by Persian Learners of English
, 2013
"... Based on the controversial beliefs among L2 teachers about effective corrective feedback (CF) strategies, recast and prompts as 2 kinds of CF have drawn the attention of L2 ..."
Abstract
- Add to MetaCart
(Show Context)
Based on the controversial beliefs among L2 teachers about effective corrective feedback (CF) strategies, recast and prompts as 2 kinds of CF have drawn the attention of L2
