The Effect of Teacher’s Electronic Feedback on Iranian Intermediate Learners’ Accuracy of Simple Present Passive Voice

Palizvan, Robab (2018) The Effect of Teacher’s Electronic Feedback on Iranian Intermediate Learners’ Accuracy of Simple Present Passive Voice. Masters thesis, university of Mohaghegh Ardabili.

Text (تاثیر بازخورد تکنولوژی محور معلم بر صحت وجه مجهول حال ساده بر یادگیرندگان سطح متوسط ایرانی) Robab Palizvan.pdf Download (472kB)

Abstract

This study attempted to examine the effect of teacher’s electronic corrective feedback on Iranian intermediate learners’ accuracy of simple present passive voice .A total of 60 intermediate English learners participated in this study in which they received two different kinds of feedback (i.e., e-feedback and paper-based feedback). They were randomly divided into three groups. The electronic group received e-feedback on their writings and communicated with their teacher via email. The teacher used track changes to correct their errors. But the paper-based group received teacher’s traditional indirect feedback; they received teacher’s comments on their papers. The control group received no feedback. The learners received a 10-session treatment three days a week.The results of the study showed that the e-feedback group outperformed the paper-based one in producing accurate simple present passive voice. Moreover, the findings of the interview showed that the learners had positive attitudes toward e-feedback; they believed that it would increase their autonomy and responsibility, decrease their anxiety, and save their time.

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