| Autor: |
Amir Rezaei, Siros Izadpanah, Ali Shahnavaz |
| Jazyk: |
angličtina |
| Rok vydání: |
2016 |
| Předmět: |
|
| Zdroj: |
Journal of Modern Research in English Language Studies, Vol 3, Iss 2, Pp 1-19 (2016) |
| Druh dokumentu: |
article |
| ISSN: |
2676-5357 |
| DOI: |
10.30479/elt.2016.1589 |
| Popis: |
Matching the expectations of teachers and students is vital for successful learning. Few studies have investigated the effects of corrective feedback on Iranian EFL students. The sample of this research were 180 male and female teachers that teach language courses in an English Language Teaching program in language institutes in Zanjan and 350 students who were chosen through stratified random sampling. Two standard instruments were used in this study. PET Test, Fukuda (2004). The findings suggest that they believed that corrective feedback had a significant effect on their writing but the teachers did not think so. It is concluded that most of the feedback given by teachers were concentrated on grammatical errors and that the teachers’ view of feedback is based on the context, which might origin from absence of sufficient teacher training. With this in mind, giving feedback, or rather the right kind of feedback should perhaps play a better role in teacher education. Anyway, the fact that feedback is based on each context may be positive, because all students are different, even so teacher trainees might still take advantage from studying the provision of feedback. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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