اخبار و اعلانات

 آمار

تعداد نشریات24
تعداد شماره‌ها851
تعداد مقالات7,575
تعداد مشاهده مقاله13,413,740
تعداد دریافت فایل اصل مقاله11,580,452
Rahimi, Mohammad. (1391). Iranian EFL Students’ Perceptions and Preferences for Teachers’ Written Feedback: Do Students’ ideas Reflect Teachers’ Practice?. , 29(2), 75-98. doi: 10.22099/jtls.2012.409
Mohammad Rahimi. "Iranian EFL Students’ Perceptions and Preferences for Teachers’ Written Feedback: Do Students’ ideas Reflect Teachers’ Practice?". , 29, 2, 1391, 75-98. doi: 10.22099/jtls.2012.409
Rahimi, Mohammad. (1391). 'Iranian EFL Students’ Perceptions and Preferences for Teachers’ Written Feedback: Do Students’ ideas Reflect Teachers’ Practice?', , 29(2), pp. 75-98. doi: 10.22099/jtls.2012.409
Rahimi, Mohammad. Iranian EFL Students’ Perceptions and Preferences for Teachers’ Written Feedback: Do Students’ ideas Reflect Teachers’ Practice?. , 1391; 29(2): 75-98. doi: 10.22099/jtls.2012.409

Iranian EFL Students’ Perceptions and Preferences for Teachers’ Written Feedback: Do Students’ ideas Reflect Teachers’ Practice?

Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)
مقاله 4، دوره 29، شماره 2، شهریور 2010، صفحه 75-98    اصل مقاله (124.66 K)
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22099/jtls.2012.409
نویسنده
Mohammad Rahimi*
Assistant Prof. of TEFL Shiraz University, Shiraz
چکیده
The present study-both qualitative and quantitative--explored fifty EFL learners’ preferences for receiving error feedback on different grammatical units as well as their beliefs about teacher feedback strategies. The study also examined the effect of the students’ level of writing ability on their views about the importance of teacher feedback on different error types. Data was gathered through the administration of a questionnaire, verbal protocol analysis, and students’ writing scores. The results of repeated measures, multivariate analysis of variance, and frequency counts revealed that the majority of the students expect and value teachers’ written feedback on the following surface-level errors: transitional words, sentence structure, verb tenses, adverbs, punctuation, prepositions, and spelling, respectively. The results of think-aloud protocol analysis indicated that students’ beliefs about the importance of feedback on different grammatical units are formed as a result of the teacher’s practice and his emphasis on certain types of feedback and feedback strategies. Finally, the findings of thestudy showed that the L2 learners’ level of writing ability influences their views about the importance of feedback on errors pertinent to particular grammatical units.  
کلیدواژه‌ها
1. Feedback 2. Error 3. Perception 4. Preferences 5. Writing
آمار
تعداد مشاهده مقاله: 4,122
تعداد دریافت فایل اصل مقاله: 11,481


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب