Reinforced Teacher Corrective Feedback and Learners’ Use of Subordination Clauses
With numerous variables mediating the way learners interact with teacher corrective feedback (TCF), one may not comment on its efficacy before such intervening variables are adequately addressed and learners’ attendance to TCF is ensured. Among those variables, motivation is one of the most prominen...
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| Format: | Article |
| Language: | English |
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University of Isfahan
2022-07-01
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| Series: | Applied Research on English Language |
| Subjects: | |
| Online Access: | https://are.ui.ac.ir/article_26683_8fff2febb44ad31de7fbba84c0b2f37c.pdf |
| _version_ | 1811226765223264256 |
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| author | Masoud Azizi Majid Nemati |
| author_facet | Masoud Azizi Majid Nemati |
| author_sort | Masoud Azizi |
| collection | DOAJ |
| description | With numerous variables mediating the way learners interact with teacher corrective feedback (TCF), one may not comment on its efficacy before such intervening variables are adequately addressed and learners’ attendance to TCF is ensured. Among those variables, motivation is one of the most prominent ones largely affecting the degree to which students benefit from TCF. Draft-Specific Scoring (DSS), a scoring system giving learners’ a reason to notice TCF by rewarding them for the revisions they make through a flexible system of scoring, was implemented to investigate if TCF could help learners improve their use of subordinate clauses. To do so, two groups of students studying English Language Literature at the University of Tehran, consisting of 55 participants who were randomly assigned as treatment and control groups, were studied. The results of the gain analysis indicated an improvement for both groups over time in the total number and accuracy of the subordination clauses used; however, the treatment group significantly outperformed the control group. While the two groups did not differ in their use of noun clauses, the DSS group was found to outperform the non-DSS group regarding the adverb and adjective clauses. This indicates that motivation to attend to teacher feedback is of great importance if TCF is to be effective. |
| first_indexed | 2024-04-12T09:30:50Z |
| format | Article |
| id | doaj.art-f3db471ecad14d9d8a26bba632e83934 |
| institution | Directory Open Access Journal |
| issn | 2252-0198 2322-5343 |
| language | English |
| last_indexed | 2024-04-12T09:30:50Z |
| publishDate | 2022-07-01 |
| publisher | University of Isfahan |
| record_format | Article |
| series | Applied Research on English Language |
| spelling | doaj.art-f3db471ecad14d9d8a26bba632e839342022-12-22T03:38:22ZengUniversity of IsfahanApplied Research on English Language2252-01982322-53432022-07-0111312114210.22108/are.2022.131955.182526683Reinforced Teacher Corrective Feedback and Learners’ Use of Subordination ClausesMasoud Azizi0Majid Nemati1Assistant Professor, Department of Foreign Languages, Amirkabir University of Technology, Tehran, IranAssociate Professor, Department of English, Faculty of Foreign Languages and Literatures, University of Tehran, Tehran, IranWith numerous variables mediating the way learners interact with teacher corrective feedback (TCF), one may not comment on its efficacy before such intervening variables are adequately addressed and learners’ attendance to TCF is ensured. Among those variables, motivation is one of the most prominent ones largely affecting the degree to which students benefit from TCF. Draft-Specific Scoring (DSS), a scoring system giving learners’ a reason to notice TCF by rewarding them for the revisions they make through a flexible system of scoring, was implemented to investigate if TCF could help learners improve their use of subordinate clauses. To do so, two groups of students studying English Language Literature at the University of Tehran, consisting of 55 participants who were randomly assigned as treatment and control groups, were studied. The results of the gain analysis indicated an improvement for both groups over time in the total number and accuracy of the subordination clauses used; however, the treatment group significantly outperformed the control group. While the two groups did not differ in their use of noun clauses, the DSS group was found to outperform the non-DSS group regarding the adverb and adjective clauses. This indicates that motivation to attend to teacher feedback is of great importance if TCF is to be effective.https://are.ui.ac.ir/article_26683_8fff2febb44ad31de7fbba84c0b2f37c.pdfdraft-specific scoring (dss)subordinationfocused feedbackwritingassessment |
| spellingShingle | Masoud Azizi Majid Nemati Reinforced Teacher Corrective Feedback and Learners’ Use of Subordination Clauses Applied Research on English Language draft-specific scoring (dss) subordination focused feedback writing assessment |
| title | Reinforced Teacher Corrective Feedback and Learners’ Use of Subordination Clauses |
| title_full | Reinforced Teacher Corrective Feedback and Learners’ Use of Subordination Clauses |
| title_fullStr | Reinforced Teacher Corrective Feedback and Learners’ Use of Subordination Clauses |
| title_full_unstemmed | Reinforced Teacher Corrective Feedback and Learners’ Use of Subordination Clauses |
| title_short | Reinforced Teacher Corrective Feedback and Learners’ Use of Subordination Clauses |
| title_sort | reinforced teacher corrective feedback and learners use of subordination clauses |
| topic | draft-specific scoring (dss) subordination focused feedback writing assessment |
| url | https://are.ui.ac.ir/article_26683_8fff2febb44ad31de7fbba84c0b2f37c.pdf |
| work_keys_str_mv | AT masoudazizi reinforcedteachercorrectivefeedbackandlearnersuseofsubordinationclauses AT majidnemati reinforcedteachercorrectivefeedbackandlearnersuseofsubordinationclauses |