The Impact of Three Feedback Types on Postgraduate TEFL Student Teachers’ Writing Accuracy and Organization

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.

SEIFOORI ZOHREH

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

Journal Paper

Paper Information

Journal: THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE Year:2016 | Volume:9 | Issue:19 Page(s): 119-141

Download Full-Text

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

Persian Verion

View:

548

Download:

150

Cites:

Information Journal Paper

Title

The Impact of Three Feedback Types on Postgraduate TEFL Student Teachers’ Writing Accuracy and Organization

Author(s)

SEIFOORI ZOHREH | Issue Writer Certificate

Keywords

accuracyQ3

interactive feedbackQ1

metalinguistic feedbackQ1

organizationQ2

peer-feedbackQ2

writingQ2

Abstract

One skill that student teachers need to develop during their academic studies is the capacity to produce accurate and well-organized texts. This study reports on the comparative impact of metalinguistic feedback (MLF), teacher interactive feedback (TIF), and the peer-feedback (PF) on the accuracy and organization of postgraduate ELT student teachers’ writing. The participants were 57 postgraduate students who were recruited from a population of 70 postgraduate students, in three classes, that were randomly assigned as the MLF group, the TIF group, and the PF group based on the focus of the presentation and the feedback type they would receive during the 14 session treatment. A hybrid process-oriented and genre-based methodology was employed to teach the identical teaching materials to all the groups with a focus on grammatical features and relevant grammatical exercises in the MLF group, on reflective and interactive negotiation of form and meaning in the TIF group, and on individual peer-assessment of the peer’ s writing in the PF group. The results revealed significantly higher levels of accuracy among the MLF group with no significant difference in the organization of the groups’ writing. The findings underscore the role of MLF in enhancing accuracy.

Cites

No record.

References

No record.

Cite

APA: Copy

SEIFOORI, ZOHREH. (2016). The Impact of Three Feedback Types on Postgraduate TEFL Student Teachers’ Writing Accuracy and Organization. THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE, 9(19 ), 119-141. SID. https://sid.ir/paper/181346/en

Vancouver: Copy

SEIFOORI ZOHREH. The Impact of Three Feedback Types on Postgraduate TEFL Student Teachers’ Writing Accuracy and Organization. THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE[Internet]. 2016;9(19 ):119-141. Available from: https://sid.ir/paper/181346/en

IEEE: Copy

ZOHREH SEIFOORI, “The Impact of Three Feedback Types on Postgraduate TEFL Student Teachers’ Writing Accuracy and Organization,” THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE, vol. 9, no. 19 , pp. 119–141, 2016, [Online]. Available: https://sid.ir/paper/181346/en

Related Journal Papers