The Effect of Individual/Group Focused vs Unfocused Feedback on EFL Learners’ Pragmatic Performance in Terms of Accuracy and Fluency

Basit Öğe Kaydı
dc.authorid0000-0002-4312-9731
dc.contributor.authorValizadeh, Mohammadreza
dc.date.accessioned2022-06-27T06:36:47Z
dc.date.available2022-06-27T06:36:47Z
dc.date.issued2022en_US
dc.departmentKapadokya Üniversitesi, Beşeri Bilimler Fakültesi, İngilizce Mütercim ve Tercümanlık Bölümü
dc.description.abstractThis research investigated the feasible effects of individual/group focused versus unfocused feedback on EFL learners’ pragmatics achievements in terms of accuracy and fluency. To do this, 60 female intermediate level English students were divided into four experimental groups and asked to write request letter based on the instruction they had received. In order to check the homogeneity of the participants in terms of their level of proficiency, an Oxford Placement Test was administered. Afterwards, to estimate the participants’ speech act performance before the experiment in each group, a pre-test was used. During treatment sessions, the writings were corrected, individual/group focused and unfocused feedbacks were provided, and then they were handed back to the students to notice the errors. To assess the pragmatic knowledge of the participants regarding the speech act of request in each group after the treatment, a post-test was administered. To reach more reliable data, two raters corrected the participants’ responses on pretest and posttest. Two repeated-measures two-way ANOVA and MANOVA were used to analyse the data. The results indicated individual/group focused and unfocused group significantly benefited from the provision of feedback. Besides, implications of the findings and suggestions for further research are both addressed at the end of the thesis.
dc.identifier.endpage46en_US
dc.identifier.issue1en_US
dc.identifier.startpage34en_US
dc.identifier.urihttps://journal.stic.ac.th/index.php/sjhs/article/view/397
dc.identifier.urihttps://hdl.handle.net/20.500.12695/1625
dc.identifier.volume8en_US
dc.institutionauthorValizadeh, Mohammadreza
dc.language.isoen
dc.publisherSt. Theresa Journal of Humanities and Social Sciences
dc.relation.ispartofSt. Theresa Journal of Humanities and Social Sciences
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectFocused/Unfocused Corrective Feedback
dc.subjectSecond Language Writing
dc.subjectAccuracy
dc.subjectFluency
dc.subjectPragmatic Competence
dc.subjectSpeech Act of Request
dc.titleThe Effect of Individual/Group Focused vs Unfocused Feedback on EFL Learners’ Pragmatic Performance in Terms of Accuracy and Fluency
dc.typeArticle

Dosyalar

Orijinal paket
Listeleniyor 1 - 1 / 1
Küçük Resim
İsim:
The Effect of IndividualGroup Focused vs Unfocused Feedback on EFL Learners’ Pragmatic Performance.pdf
Boyut:
814.33 KB
Biçim:
Adobe Portable Document Format
Açıklama:
Makale / Article
İndir
Lisans paketi
Listeleniyor 1 - 1 / 1
[ X ]
İsim:
license.txt
Boyut:
1.44 KB
Biçim:
Item-specific license agreed upon to submission
Açıklama:
İndir

Koleksiyon

İMT - Makale Koleksiyonu