PE ۱۰۹

The effect of synchronous and asynchronous written corrective feedback through telegram on writing discourse of pre-intermediate EFL learners

كارشناسي ارشد

آموزش زبان انگليسي

پيام نور رشت

۹۶/۰۶/۲۰

۱۱۸ص.

هوشنگ خوش سيما

فريدون وحداني

Synchronous corrective feedback , Asynchronous corrective feedback , Discourse cohesion , Discourse coherence , Corrective feedback , Error

خوش سيما،هوشنگ،راهنما , وحداني،فريدون،مشاور

Since the emergence of the process-oriented approach to second language writing instruction, the issues of writing instruction have been predominantly what and how error feedback should be given to the learners’ writing through online network. The present study investigated the possible effect of synchronous and asynchronous written corrective feedback through Telegram on writing discourse of 29 Iranian pre-intermediate EFL learners in Amlash at Hadaf institute. TOEFL test and descriptive writing pre-test were used to establish the homogeneity and comparability of the subjects. The study was used as a quasi-experimental design involving three classes serving as two experimental groups and one control group. Three groups were formed: synchronous corrective feedback group (N=10), asynchronous corrective feedback group (N=10), and control group (N=9). The experimental groups received feedback on the accurate use of writing discourse in cohesion and coherence through Telegram during the course. However, the control group benefited from the writing tasks in the classroom. After the treatment, the posttest with a three-week interval was administrated. It was perceived that ‘’ synchronous corrective feedback’’ and asynchronous corrective feedback’’ significantly influenced Iranian pre-intermediate EFL learners’ writing discourse through Telegram. A series of ANOVAs with Post-Hoc comparisons indicated that there was no statistically significant difference between the mean scores of the three groups in pre-test of writing (P = .806 > .05). However, the results disclosed that the three groups were statistically different at the end of the study (P = .019< .05) implying that the groups were statistically different at the end of the study with respect to their writing discourse. Based on the results of the Paired Samples T-test, this progress was significant from a statistical standpoint simply for the two experimental groups (P ≤ .05). In other words, the two experimental groups made a considerably improvement in the posttest of writing discourse. Moreover, this gain for “synchronous corrective feedback group” was higher than the other two groups. However, the least amount of progress between the results of pre and post-test was reported for the “control group” that received placebo (P≥.05). It was perceived that “synchronous corrective feedback” and “asynchronous corrective feedback” significantly influenced Iranian pre-intermediate EFL learners’ writing discourse scores. The study revealed that “synchronous corrective feedback” improved the participantsʹ performance on writing discourse test better than “asynchronous corrective feedback.”

۹۷/۰۷/۲۱

منتخبي

48313