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Mohammad Hosseinpur, Rasoul, Bagheri Nevisi, Reza, Bagheri, Bahareh. (1403). The Most Common Feedback Types Provided by EFL Teachers in Essay Writing Class. جلوه هنر, 8(2), 151-178. doi: 10.22051/lghor.2023.43382.1798
Rasoul Mohammad Hosseinpur; Reza Bagheri Nevisi; Bahareh Bagheri. "The Most Common Feedback Types Provided by EFL Teachers in Essay Writing Class". جلوه هنر, 8, 2, 1403, 151-178. doi: 10.22051/lghor.2023.43382.1798
Mohammad Hosseinpur, Rasoul, Bagheri Nevisi, Reza, Bagheri, Bahareh. (1403). 'The Most Common Feedback Types Provided by EFL Teachers in Essay Writing Class', جلوه هنر, 8(2), pp. 151-178. doi: 10.22051/lghor.2023.43382.1798
Mohammad Hosseinpur, Rasoul, Bagheri Nevisi, Reza, Bagheri, Bahareh. The Most Common Feedback Types Provided by EFL Teachers in Essay Writing Class. جلوه هنر, 1403; 8(2): 151-178. doi: 10.22051/lghor.2023.43382.1798

The Most Common Feedback Types Provided by EFL Teachers in Essay Writing Class

Journal of Language Horizons
مقاله 6، دوره 8، شماره 2 - شماره پیاپی 20، آبان 2024، صفحه 151-178    اصل مقاله (483.53 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2023.43382.1798
نویسندگان
Rasoul Mohammad Hosseinpur* 1؛ Reza Bagheri Nevisi2؛ Bahareh Bagheri3
1English Language and Literature Department, University of Qom, Qom-Iran .
2English Language and Literature Department, University of Qom, Qom-Iran.
3English Language and Literature Department, University of Qom, Qom-Iran
چکیده
Despite the importance of the perception behind teachers' feedback, it is astonishing to note that there are not many studies regarding how teachers provide feedback. Drawing upon Ellis’ (2009) typology of written Corrective Feedback (CF), this study explored the most common feedback types provided by EFL teachers. Moreover, the study aimed at finding out whether teachers’ teaching experience and learners’ proficiency level had any bearing on the type of feedback the teachers provided. Eleven teachers provided feedback on 301 descriptive essays written by EFL students in English. The findings revealed that teachers mostly tended to employ direct CF to correct their students’ linguistic errors. This was followed by indirect CF and metalinguistic CF, respectively. It came to light that focused CF, electronic feedback, and reformulation had no popularity among Iranian EFL teachers. The experienced teachers opted more for indirect feedback while the inexperienced ones preferred direct feedback.  Teachers were more inclined to provide intermediate students with direct CF whereas they provided more indirect CF to the upper intermediate students. The results suggest that not all teachers’ perceptions about feedback can necessarily be rendered into classroom practices and various factors, including culture, society, learners and teachers themselves impact teachers’ beliefs and practices. 
کلیدواژه‌ها
direct CF؛ indirect CF؛ reformulation؛ teaching experience؛ teacher feedback
عنوان مقاله [English]
رایج ترین انواع بازخوردهای ارائه شده توسط معلمان زبان انگلیسی در کلاس های مقاله نویسی
نویسندگان [English]
رسول محمد حسین پور1؛ رضا باقری نویسی2؛ بهاره باقری3
1دانشیار گروه زبان و ادبیات انگلیسی، دانشگاه قم، ایران
2دانشیار گروه زبان و ادبیات انگلیسی، دانشگاه قم، قم، ایران.
3فارغ التحصیل کارشناسی ارشد آموزش زبان انگلیسی، دانشگاه قم، قم، ایران
چکیده [English]
علیرغم اهمیت درک بازخورد معلمان، جالب توجه است که مطالعات زیادی در مورد نحوه ارائه بازخورد معلمان وجود ندارد. این مطالعه با تکیه بر چارچوب الیس (2009) درباره بازخورد نوشتاری، رایج‌ترین انواع بازخورد ارائه شده توسط معلمان زبان انگلیسی را بررسی کرد. علاوه بر این، این مطالعه به بررسی اینکه آیا تجربه تدریس معلمان و سطح مهارت فراگیران تأثیری بر نوع بازخورد ارائه شده توسط معلمان دارد یا خیر نیز پرداخته است. یازده معلم زبان انگلیسی درباره 301 مقاله توصیفی نوشته شده توسط دانش آموزان انگلیسی بازخورد ارائه کردند. یافته‌ها نشان داد که معلمان عمدتاً تمایل داشتند از بازخورد مستقیم برای تصحیح خطاهای زبانی دانش‌آموزان خود استفاده کنند. به دنبال آن بازخورد غیرمستقیم و بازخورد فرازبانی به ترتیب قرار گرفتند. مشخص شد که بازخورد متمرکز، بازخورد الکترونیکی و فرموله کردن مجدد در بین معلمان ایرانی زبان انگلیسی محبوبیتی ندارند. معلمان با تجربه بیشتر بازخورد غیرمستقیم را انتخاب کردند در حالی که معلمان بی تجربه بازخورد مستقیم را ترجیح دادند. معلمان بیشتر تمایل داشتند که بازخوردهای متوسط را با بازخورد مستقیم ارائه کنند.این مطالعه نشان می‌دهد که همه ادراکات معلمان در مورد بازخورد لزوماً نمی‌توانند در شیوه‌های کلاس درس ارائه شوند و عوامل مختلفی مانند متغیرهای فرهنگی، اجتماعی، یادگیرنده و معلم بر باورها و عملکرد معلمان تأثیر می‌گذارند.
کلیدواژه‌ها [English]
بازخورد معلم, بازخورد مستقیم, بازخورد غیر مستقیم, فرموله کردن مجدد, تجربه تدریس
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