Yazar "Soltanpour, Fatemeh" seçeneğine göre listele

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    Focused Direct Corrective Feedback: Effects on the Elementary English Learners’ Written Syntactic Complexity
    (2021) Valizadeh, Mohammadreza; Soltanpour, Fatemeh
    This experimental study, using a pretest-treatment-posttest design, compared the effects of focused direct written corrective feedback and additional writing practice on L2 learners’ written syntactic complexity. The participants were 60 Iranian elementary EFL learners, whose L2 proficiency as well as L2 writing syntactic complexity and accuracy were controlled by administering the Oxford Quick Placement Test and a paragraph writing test. They were assigned to two groups: Focused direct corrective feedback (FDCF) and additional writing practice without feedback (No CF). The investigation included five sessions and lasted for three weeks. Every session, each participant wrote a paragraph of descriptive type in class. The experimental group received FDCF, while the control (i.e. No CF) group was provided only with additional writing practice. Lu's (2010) web-based L2 Syntactic Complexity Analyzer was utilized to calculate the five indices of syntactic complexity measures, including mean length of clause (MLC), mean length of sentence (MLS), mean length of T-unit (MLT), clauses per sentence (C/S), and verb phrases per T-unit (VP/T). The MANOVA test revealed no statistically significant difference between the two groups
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    The Effect of Individualized Technology-Mediated Feedback on EFL Learners' Argumentative Essays
    (2020) Valizadeh, Mohammadreza; Soltanpour, Fatemeh
    This quantitative quasi-experimental study, which followed a pretest-posttest-delayed posttest design, was aimed at investigating the effect of individualized technology-mediated feedback (henceforth, ITMF) on the overall quality of Iranian EFL learners' argumentative essays. The effect of ITMF, as the experimental treatment, was compared with the common written corrective feedback (henceforth, CWCF) strategies as the control treatment. 57 learners, studying at general EFL courses at upper­intermediate level, formed the participants. They were assigned to two groups: ITMF and CWCF, which, in this study, is meant as the pen-and-paper form of direct and indirect feedback. Each group received six sessions of treatment. The writing tasks and tests were all of argumentative type. First, whether there was any signifıcant difference between the ITMF and CWCF in the overall quality of the essays was investigated. The ITMF group signifıcantly outperformed the CWCF one. Then, whether the difference between the groups varied over time was explored, and it was revealed that the ITMF was still signifıcantly superior over the CWCF. Next, whether there would be any signifıcant change in the ITMF in the long term was examined, and no change was seen. The study supports the advocates of screen castingfeedback, revision and teacher-learner negotiation following the feedback.