PE 184

The Effect of Meta-Linguistic Feedback versus Interactive Reformulation on Iranian Female EFL Learners’ Writing

كارشناسي ارشد

آموزش زبان انگليسي

پيام نور رشت

99/04/15

85ص.

درجه ارزشيابي: خوب

هدي ديوسر

فريدون وحداني

Metalinguistic feedback , Interactive reformulation , writing

ديوسر،هدي،راهنما , وحداني،فريدون،مشاور

One of the problems of learning a second language, which has become a major concern among theorists and practitioners, is corrective feedback. This study was an effort to examine the effect of meta-linguistic feedback and interactive reformulation on the Iranian female EFL learners’ writing. Forty-seven female EFL learners, at the pre-intermediate level were selected based on convenience sampling as the participants and were labeled as two experimental groups of meta-linguistic and reformulation and one control group respectively. In order to measure the participants’ homogeneity in terms of language proficiency and writing, OPT and PET writing exams were administered. One-way ANOVA and Post-hoc Tukey Test were used to compare means of test scores between groups. The significant effect of metalinguistic feedback on writing was confirmed. In addition, Tukey HSD results revealed that just meta-linguistic feedback was effective to improve the writing of Iranian pre-intermediate female EFL learners. This study has pedagogical implications for EFL English teachers in providing feedback on EFL learners’ writings by contributing complementary information in the form of reformulation and post writing conference.

1401/01/24

منتخبي

66048