GENDER DIFFERENCES IN STUDENTS’ AND TEACHERS’ PERCEPTIONS OF THE ROLE OF GRAMMAR INSTRUCTION AND CORRECTIVE FEEDBACK

Q: How can I download an article?

To download an article from SID, first log in to the site, search for the article title, and click on the 'Download Article' option.

Q: How can I download an ISI article?

To download an ISI article on SID, enter the keyword or article title in the search bar, view the relevant results, click on the desired article, and select the 'Download Article' option.

Q: How can I access the SID database?

To access the SID database, visit SID.ir, create an account, and log in to access scientific resources.

Q: Is downloading articles from SID free?

Some articles on SID are available for free, while others require payment. Details are specified on the article's page.

BALEGHIZADEH SASAN; FIROUZBAKHT SH.

Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Download Full-Text

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Persian Verion

View:

1,860

Download:

309

Cites:

Information Journal Paper

Title

GENDER DIFFERENCES IN STUDENTS’ AND TEACHERS’ PERCEPTIONS OF THE ROLE OF GRAMMAR INSTRUCTION AND CORRECTIVE FEEDBACK

Author(s)

BALEGHIZADEH SASAN | FIROUZBAKHT SH. | Issue Writer Certificate

Keywords

CORRECTIVE FEEDBACKQ3

GRAMMARQ3

FORMAL INSTRUCTIONQ3

PERCEPTIONQ2

Abstract

This paper explores male and female students' and teachers' PERCEPTIONs of the role of GRAMMAR instruction and CORRECTIVE FEEDBACK. A questionnaire, administered to 60 male and female intermediate EFL students (30 males and 30 females) and 40 teachers (20 males and 20 females), elicited student and teacher PERCEPTIONs concerning the role of explicit GRAMMAR instruction and CORRECTIVE FEEDBACK in learning English as a foreign language. Data comparisons revealed high agreement between students as a group and teachers as a group across genders on the majority of questions. A number of discrepancies were evident between students and teachers’ beliefs within each gender. There were also some comparisons of sample groups based on gender differences which examined the effect of formal GRAMMAR instruction in foreign language teaching. Although the differences between students' and teachers’ belief system can be a threat to learning, it is essential to mention that teachers’ consideration of students’ PERCEPTIONs of those factors will improve the process of new language learning, and an effort to consider the potential mismatch between students’ beliefs and teachers’ instructions will enhance learning.

Cites

No record.

References

No record.

Cite

APA: Copy

BALEGHIZADEH, SASAN, & FIROUZBAKHT, SH.. (2009). GENDER DIFFERENCES IN STUDENTS’ AND TEACHERS’ PERCEPTIONS OF THE ROLE OF GRAMMAR INSTRUCTION AND CORRECTIVE FEEDBACK. THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE, 2(4), 28-56. SID. https://sid.ir/paper/181311/en

Vancouver: Copy

BALEGHIZADEH SASAN, FIROUZBAKHT SH.. GENDER DIFFERENCES IN STUDENTS’ AND TEACHERS’ PERCEPTIONS OF THE ROLE OF GRAMMAR INSTRUCTION AND CORRECTIVE FEEDBACK. THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE[Internet]. 2009;2(4):28-56. Available from: https://sid.ir/paper/181311/en

IEEE: Copy

SASAN BALEGHIZADEH, and SH. FIROUZBAKHT, “GENDER DIFFERENCES IN STUDENTS’ AND TEACHERS’ PERCEPTIONS OF THE ROLE OF GRAMMAR INSTRUCTION AND CORRECTIVE FEEDBACK,” THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE, vol. 2, no. 4, pp. 28–56, 2009, [Online]. Available: https://sid.ir/paper/181311/en

Related Journal Papers