چکیده:
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.
خلاصه ماشینی:
"Quite a number of studies have investigated writing proficiency in terms of syntactic accuracy, syntactic complexity, and lexical density in relation to other independent variables like concept planning, task complexity and group work as well as their impacts on learners' behavior (Kormos, 2011; Larsen-Freeman, 2006; Ojima, 2006; Ong & Zhang, 2010).
A number of studies explored Iranian EFL learners’ writing with regard to task type and under pre-task planning condition (Alavi & AshariTabar, 2012), task complexity (Sadeghi & Mosalli, 2013), Multiple-intelligence oriented tasks, formal instruction of cohesive ties (Seifoori & Shokri, 2012), task- supported interactive feedback (Seifoori, Zeraatpishe & Ahangari, 2012), Multiple-intelligence oriented tasks (Seifoori, Zeraatpishe & Hadidi, 2014).
According to Eckman, Bell and Nelson (1988), Pica (1983) and Pienemann (1989, as cited in Graaff&Housen, 2009), if appropriately planned, formal instruction can accelerate the rate of second language learning and help learners overcome the risk of fossilization of prematurely learned grammatical forms and achieve higher levels of grammatical accuracy and proficiency.
The effectiveness of the three feedback types highlights the need to draw the attention of Iranian postgraduate EFL student teachers to formal features of the target language at least when the focus is writing advanced and academic texts.
The findings emerging from the present study unraveled Iranian postgraduate EFL student teachers’ need to work on the accuracy of their writing since the groups’ pre-test average scores were not at an acceptable level for those who will soon function as English teachers."