خلاصة:
An increasing number of studies have investigated the effects of different types of corrective feedback. However, doubts have been raised whether field (in)dependent (FI/FD) L2 learners benefit differently from the explicit type of corrective feedback (i.e., metalinguistic). This study examined the (possible) effects of metalinguistic feedback on FI/FD intermediate L2 learners’ writing accuracy. To this aim, 52 Iranian intermediate L2 learners in intact classes were classified into FI/FD learners through Group Embedded Figures Test (GEFT). They were, then, randomly assigned into 2 experimental and 1 control groups. Experimental groups received metalinguistic feedback and the control group received no feedback. Two sample IELTS tests (i.e., the Writing section) were used as the pretest and posttest to measure the participants’ learning of English articles as a result of metalinguistic feedback. Data were analyzed through ANCOVA and post-hoc. Although the results revealed that both the FI/FD learners benefited from metalinguistic feedback, the FD participants outperformed the FI ones. Findings have implications for L2 teachers and researchers to help L2 learners with different cognitive styles to improve their writing accuracy.
ملخص الجهاز:
Effects of Metalinguistic Feedback on Grammatical Accuracy of Iranian Field (In)dependent L2 Learners’ Writing Ability Mahmood Hashemian2 & Maryam Farhang-Ju3 Received: 18/06/2017 Accepted: 22/04/2018 Abstract An increasing number of studies have investigated the effects of different types of corrective feedback.
g. , Bitchener, Young, & Cameron, 2005; Ferris & Helt, 2000; Rahimi Domakani, Roohani, & Abdollahian; 2010; Rassaei, 2017; Rassaei, Moeinzadeh, & Youhannaee, 2012) have provided evidence for the efficacy of corrective feedback, doubts about a number of issues (e.
Hence, it is necessary to take into account individual learner factors to find ways of applying different types of corrective feedback to the classroom (Guenette, 2007), one of which is the L2 learner’s cognitive style.
Past research identifies appropriate instructional design strategies that might accommodate the differential learning characteristics of L2 learners with different FI/FD cognitive styles, though a number of studies investigating the issue are restricted.
With regard to matching instruction with L2 learners’ FI/FD cognitive style, this study contributes to our understanding of the extent to which explicit types of written feedback affect FI/FD participants’ writing grammatical accuracy.
Therefore, L2 teachers who intend to provide their learners with written corrective feedback should be aware of the potential differences between L2 learners in order to use more appropriate corrective feedback types that match L2 learners’ cognitive style.
The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article.