AZ 50

The Effects of Focused and Unfocused Direct Feedback on Young Iranian EFL learners’ Question Formation : A case of Auxiliary Verb Errors

كارشناسي ارشد

آموزش زبان انگليسي

دانشگاه پيام نور استان اصفهان

1401

Yekta Razie Rabani

Auxiliary verbs , Direct feedback , , Focused feedback , Unfocused feedback , Written feedback

The effectiveness of written corrective feedback (WCF) in the improvement of Language learners’ grammatical accuracy has been a topic of interest in second language acquisition (SLA) studies for the past couple of decades. The present study reports the finding of a six week study contrasting the effect of direct focused feedback and direct unfocused feedback on the accuracy of auxiliary verbs in question formation. The population of the present study compromised of all the young Iranian EFL learners in Najaf Abad who were studying the Family Friends’ series. Of this population a number of two intact classes were selected from Nasl-E-Farda institute. But to ensure the homogeneity, a Flyer test and a picture story were given to them to test their general knowledge in English and their ability in writing respectively , based on which two young learners groups were selected, one acting as the focused direct feedback group (FDF) and the other as the unfocused direct feedback group (UDF). After the homogenization, two tests were planed by the researcher and randomly one of them was chosen for pre-test and the other one for post- test .Then, the participants in FDF received feedback over auxiliary verbs errors during the treatment sessions, while in UDF, feedback was provided in words order, punctuation, tenses, missing words auxiliary verbs etc…. At the end of the treatment sessions, a parallel post test was given to assess the students’ ability in using auxiliary verbs in question formation. The findings of this research indicated that both FDF and UDF had positive impact on enhancing auxiliary verbs in question formation of young Iranian EFL learners and there was not any big significant difference among FDF and UDF in using auxiliary verbs for young Iranian EFL learners. The results of this study could be helpful for EFL teachers to make logical decisions for WCF on learners’ grammatical accuracy.

1401/12/01

سمه طاهري

71554