نوع مقاله : علمی پژوهشی(عادی)
نویسندگان
1 دکتری زبانشناسی،گروه گفتاردرمانی، دانشکده توانبخشی، دانشگاه علوم توانبخشی و سلامت اجتماعی، تهران، ایران
2 کارشناسی ارشد آموزش زبان انگلیسی، گروه زبان انگلیسی،دانشکده ادبیات و علوم انسانی، دانشگاه ایلام، ایلام، ایران
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
The provision of written corrective feedback (CF) is a critical component in the language learning process, particularly for low-intermediate English as a Foreign Language (EFL) learners. However, the most effective methods for delivering such feedback remain inadequately explored. This study aims to fill this gap by investigating the efficacy of metalinguistic written CF within an EFL context, specifically examining the differential impacts of generic versus individualized metalinguistic explanation (ME) on learners' grammatical accuracy. A total of 85 low-intermediate EFL learners participated in the study, which involved the formation of three groups: a control group that received no written CF and two experimental groups that received different types of ME. The first experimental group was provided with generic ME, while the second received individualized ME tailored to their specific needs. To analyze the data, two-way repeated measures ANOVA and a series of ANOVAs with post-hoc comparisons were employed. The findings reveal that both treatment groups exhibited significant improvements in grammatical accuracy in the short term; however, the group receiving generic ME demonstrated more sustainable gains over time. These results imply that generic ME may be a more efficient and effective strategy for providing written CF, as it minimizes the time and effort required from educators while simultaneously promoting long-term accuracy development in L2 learners. This study contributes to the understanding of written CF methodologies, suggesting that generic metalinguistic feedback could be a viable option for enhancing language learning outcomes.
کلیدواژه‌ها [English]
)