A comparative study of the effect of teacher’s group and individual feedback on Iranian EFL learners’ learning of speech acts in apology letter writing
Abstract The linguistic scrutiny of any aspect of pragmatics is bound to considering carefully the context in which it is expressed. This becomes very glaring when the utterances that constitute discourse are viewed as performing social actions. In an EFL context like Iran, English language learners...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2020-08-01
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| Series: | Asian-Pacific Journal of Second and Foreign Language Education |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s40862-020-00088-w |
| _version_ | 1818201299848527872 |
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| author | Zahra Pourmousavi Zohre Mohamadi Zenouzagh |
| author_facet | Zahra Pourmousavi Zohre Mohamadi Zenouzagh |
| author_sort | Zahra Pourmousavi |
| collection | DOAJ |
| description | Abstract The linguistic scrutiny of any aspect of pragmatics is bound to considering carefully the context in which it is expressed. This becomes very glaring when the utterances that constitute discourse are viewed as performing social actions. In an EFL context like Iran, English language learners are in urgent need of raising their pragmatic awareness as they do not have regular access to an environment where the main language of communication is English. The major context for improving their pragmatic competence could be classroom. Thus, teachers need to cope with this issue which makes knowledge of speech acts more worthy of being dealt with. This research was an attempt to find out the effect of teacher’s group feedback versus individual feedback on Iranian EFL learners’ uptake of speech acts. To carry out the study, 32 pre-intermediate learners were chosen to take part based on convenient sampling through non-random grouping. To make sure that the learners were homogeneous, a Quick Placement Test (QPT) was administered before the treatment. Based on the design of the study, the learners were divided into two treatment conditions of individual and group feedback. The research was a quasi-experimental a pretest and a posttest of writing before and after the treatment to measure students’ uptake of speech acts. Results of two paired-samples t-test and an independent samples t-test showed significant effect of individual feedback on learners’ uptake of speech acts, while group feedback was not significant. It was also found that there was a significant difference between the effects of teacher feedback in groups vs. teacher feedback given to individual learners. The present research has significant implications. Tests can also focus more on promoting individual feedback among learners and teachers in washback effect. Teachers can also make principled decisions about the feedback condition that best boost leaner uptake in speech act. |
| first_indexed | 2024-12-12T02:51:21Z |
| format | Article |
| id | doaj.art-b3af121a323d4edab864576ebdeda042 |
| institution | Directory Open Access Journal |
| issn | 2363-5169 |
| language | English |
| last_indexed | 2024-12-12T02:51:21Z |
| publishDate | 2020-08-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Asian-Pacific Journal of Second and Foreign Language Education |
| spelling | doaj.art-b3af121a323d4edab864576ebdeda0422022-12-22T00:40:53ZengSpringerOpenAsian-Pacific Journal of Second and Foreign Language Education2363-51692020-08-015112410.1186/s40862-020-00088-wA comparative study of the effect of teacher’s group and individual feedback on Iranian EFL learners’ learning of speech acts in apology letter writingZahra Pourmousavi0Zohre Mohamadi Zenouzagh1English Teaching and Tranalation Department, Karaj Branch, Islamic Azad UniversityEnglish Teaching and Tranalation Department, Karaj Branch, Islamic Azad UniversityAbstract The linguistic scrutiny of any aspect of pragmatics is bound to considering carefully the context in which it is expressed. This becomes very glaring when the utterances that constitute discourse are viewed as performing social actions. In an EFL context like Iran, English language learners are in urgent need of raising their pragmatic awareness as they do not have regular access to an environment where the main language of communication is English. The major context for improving their pragmatic competence could be classroom. Thus, teachers need to cope with this issue which makes knowledge of speech acts more worthy of being dealt with. This research was an attempt to find out the effect of teacher’s group feedback versus individual feedback on Iranian EFL learners’ uptake of speech acts. To carry out the study, 32 pre-intermediate learners were chosen to take part based on convenient sampling through non-random grouping. To make sure that the learners were homogeneous, a Quick Placement Test (QPT) was administered before the treatment. Based on the design of the study, the learners were divided into two treatment conditions of individual and group feedback. The research was a quasi-experimental a pretest and a posttest of writing before and after the treatment to measure students’ uptake of speech acts. Results of two paired-samples t-test and an independent samples t-test showed significant effect of individual feedback on learners’ uptake of speech acts, while group feedback was not significant. It was also found that there was a significant difference between the effects of teacher feedback in groups vs. teacher feedback given to individual learners. The present research has significant implications. Tests can also focus more on promoting individual feedback among learners and teachers in washback effect. Teachers can also make principled decisions about the feedback condition that best boost leaner uptake in speech act.http://link.springer.com/article/10.1186/s40862-020-00088-wTeachers’ group feedbackTeachers’ individual feedbackSpeech actsError correctionWriting performanceEFL learners |
| spellingShingle | Zahra Pourmousavi Zohre Mohamadi Zenouzagh A comparative study of the effect of teacher’s group and individual feedback on Iranian EFL learners’ learning of speech acts in apology letter writing Asian-Pacific Journal of Second and Foreign Language Education Teachers’ group feedback Teachers’ individual feedback Speech acts Error correction Writing performance EFL learners |
| title | A comparative study of the effect of teacher’s group and individual feedback on Iranian EFL learners’ learning of speech acts in apology letter writing |
| title_full | A comparative study of the effect of teacher’s group and individual feedback on Iranian EFL learners’ learning of speech acts in apology letter writing |
| title_fullStr | A comparative study of the effect of teacher’s group and individual feedback on Iranian EFL learners’ learning of speech acts in apology letter writing |
| title_full_unstemmed | A comparative study of the effect of teacher’s group and individual feedback on Iranian EFL learners’ learning of speech acts in apology letter writing |
| title_short | A comparative study of the effect of teacher’s group and individual feedback on Iranian EFL learners’ learning of speech acts in apology letter writing |
| title_sort | comparative study of the effect of teacher s group and individual feedback on iranian efl learners learning of speech acts in apology letter writing |
| topic | Teachers’ group feedback Teachers’ individual feedback Speech acts Error correction Writing performance EFL learners |
| url | http://link.springer.com/article/10.1186/s40862-020-00088-w |
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