چکیده:
It is often wrongly assumed that the provision of teacher corrective feedback naturally entails learners' attendance to and application of it, but learners have repeatedly been reported not to pay attention to teacher feedback due to lack of motivation and the distracting effect of the grades they receive. The present study was an attempt to tackle this problem. To do so, the technique named Draft-Specific Scoring (Nemati & Azizi, 2013) was implemented. In DSS, learners receive both teacher feedback and grades on their first drafts; however, they are given up to two opportunities to apply teacher feedback and revise their drafts accordingly. The scores they receive may improve as a result of the quality of revisions they make. Students’ final score will be the mean score of all the grades they receive on the final drafts of their assignments. For this purpose of the present study, 57 Iranian intermediate students attending the ‘Advanced Writing’ course at University of Teheran, with an age range of 21 to 27 were studied in two groups. The gain score analysis and the SPANOVA used showed the superiority of DSS over more traditional methods in improving learners’ overall writing proficiency as well as fluency and accuracy of their written texts. Moreover, no adverse effect was observed for the treatment group regarding the grammatical complexity of their texts. This indicates that in order to make teacher feedback work, there are a number of intervening variables one needs to consider, the most important of which being learners’ motivation to attend to teacher feedback.
It is often wrongly assumed that the provision of teacher corrective feedback naturally entails learners' attendance to and application of it, but learners have repeatedly been reported not to pay attention to teacher feedback due to lack of motivation and the distracting effect of the grades they receive. The present study was an attempt to tackle this problem. To do so, the technique named Draft-Specific Scoring (Nemati & Azizi, 2013) was implemented. In DSS, learners receive both teacher feedback and grades on their first drafts; however, they are given up to two opportunities to apply teacher feedback and revise their drafts accordingly. The scores they receive may improve as a result of the quality of revisions they make. Students’ final scores will be the mean score of the grades they receive on the final drafts of each assignment. 57 Iranian intermediate students attending the ‘Advanced Writing’ course at University of Teheran, with an age range of 21 to 27 took part in this study. The gain score analysis and the SPANOVA used showed the superiority of DSS over more traditional methods in improving learners’ overall writing proficiency as well as fluency and accuracy of their written texts. Moreover, no adverse effect was observed for the treatment group regarding the grammatical complexity of their texts. This indicates that in order to make teacher feedback work, there are a number of intervening variables one needs to consider, the most important of which being learners’ motivation to attend to teacher feedback.
خلاصه ماشینی:
The gain score analysis and the SPANOVA used showed the superiority of DSS over more traditional methods in improving learners’ overall writing proficiency as well as fluency and accuracy of their written texts.
Nemati demand teacher feedback, and the absence of any form of grammar feedback may frustrate the writing class especially when learners observe that according to the scoring rubrics and proficiency tests, their language errors can prevent them from achieving success in their educational and professional life.
argue that according to their findings, tutors’ main reason in providing learners with feedback was “less that of seeking to improve the students’ writing skills and more that of justifying – to themselves, to their students, and to their academic superiors – the award of a specific grade for the assignments to hand.
As a result, the present study was an attempt to examine the effect of this technique, as a tool to motivate learners to attend to teacher corrective feedback and neutralize the negative effect of grading learners’ writing samples, on learners’ overall writing proficiency, change in fluency, grammatical complexity, and accuracy.
In order to control for the handwriting effect on raters (Briggs, 1980; Hughes, Keeling, & Yuck, 1983; Klein & Taub, 2005; Russell, 2002), all essays written by both groups in the pretest, midtest, and post test were first typed.
Table 1: Descriptive statistics for learners’ writing scores based on TOEFL iBT scoring rubric (View the image of this page) In order to check the existance of any significant difference between the two groups in their improvement over time, a mixed between-within subjects analysis of variance was performed.