The Effects of Implicit, Explicit, and Emergent Oral Feedback on Iranian EFL Learners' Accuracy, Fluency, and Attitude

In this study it was attempted to investigate whether different CF strategies, including implicit, explicit, and emergent CF, can differently affect the accuracy and fluency of oral production among Iranian EFL learners. In addition, it explored the learners' attitudes towards how they felt abo...

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Main Authors: Maryam Zarei, Touran Ahour, Zohreh Seifoori
Format: Article
Language:English
Published: Alzahra University 2018-11-01
Series:Journal of Language Horizons
Subjects:
Online Access:https://lghor.alzahra.ac.ir/article_4266_bffa18934c4c44d1fb1fd75ac6a8b392.pdf
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spelling doaj-961cb3269973429b9db6df52db3d069e2021-01-13T10:42:02ZengAlzahra UniversityJournal of Language Horizons2588-350X2588-56342018-11-01227510210.22051/lghor.2019.26029.11224266The Effects of Implicit, Explicit, and Emergent Oral Feedback on Iranian EFL Learners' Accuracy, Fluency, and AttitudeMaryam Zarei0Touran Ahour1Zohreh Seifoori2PhD candidate, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, IranAssistant Professor of TEFL, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, IranAssociate Professor of TEFL, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, IranIn this study it was attempted to investigate whether different CF strategies, including implicit, explicit, and emergent CF, can differently affect the accuracy and fluency of oral production among Iranian EFL learners. In addition, it explored the learners' attitudes towards how they felt about the CF types applied in the classroom. For these purposes, the researchers selected 54 homogeneous pre-intermediate learners on the basis of the PET results and randomly assigned them into three experimental groups: the Implicit group, the Explicit group, and the Emergent group. While the Implicit and Explicit groups received just implicit feedback and explicit correction for their erroneous oral production, respectively, the Emergent group took CF from implicit to explicit. Oral narrative and picture description tasks and semi-structured interviews were used to collect the quantitative and qualitative data for the study. The results of inferential statistics indicated significant differences among the feedback types in both past-tense and future-tense accuracy. Moreover, the Emergent group had a better performance compared with the other groups with respect to accuracy. However, no significant difference was revealed among the feedback types with respect to fluency. The results of the content analysis also indicated that the learners mostly preferred to receive emergent feedback and participate in the process of error correction. The findings of this study can raise researchers', teachers', and teacher trainers' awareness of the function of various CF types.https://lghor.alzahra.ac.ir/article_4266_bffa18934c4c44d1fb1fd75ac6a8b392.pdfaccuracyfluencyemergent feedbackexplicit feedbackimplicit feedbackattitude
collection DOAJ
language English
format Article
sources DOAJ
author Maryam Zarei
Touran Ahour
Zohreh Seifoori
spellingShingle Maryam Zarei
Touran Ahour
Zohreh Seifoori
The Effects of Implicit, Explicit, and Emergent Oral Feedback on Iranian EFL Learners' Accuracy, Fluency, and Attitude
Journal of Language Horizons
accuracy
fluency
emergent feedback
explicit feedback
implicit feedback
attitude
author_facet Maryam Zarei
Touran Ahour
Zohreh Seifoori
author_sort Maryam Zarei
title The Effects of Implicit, Explicit, and Emergent Oral Feedback on Iranian EFL Learners' Accuracy, Fluency, and Attitude
title_short The Effects of Implicit, Explicit, and Emergent Oral Feedback on Iranian EFL Learners' Accuracy, Fluency, and Attitude
title_full The Effects of Implicit, Explicit, and Emergent Oral Feedback on Iranian EFL Learners' Accuracy, Fluency, and Attitude
title_fullStr The Effects of Implicit, Explicit, and Emergent Oral Feedback on Iranian EFL Learners' Accuracy, Fluency, and Attitude
title_full_unstemmed The Effects of Implicit, Explicit, and Emergent Oral Feedback on Iranian EFL Learners' Accuracy, Fluency, and Attitude
title_sort effects of implicit, explicit, and emergent oral feedback on iranian efl learners' accuracy, fluency, and attitude
publisher Alzahra University
series Journal of Language Horizons
issn 2588-350X
2588-5634
publishDate 2018-11-01
description In this study it was attempted to investigate whether different CF strategies, including implicit, explicit, and emergent CF, can differently affect the accuracy and fluency of oral production among Iranian EFL learners. In addition, it explored the learners' attitudes towards how they felt about the CF types applied in the classroom. For these purposes, the researchers selected 54 homogeneous pre-intermediate learners on the basis of the PET results and randomly assigned them into three experimental groups: the Implicit group, the Explicit group, and the Emergent group. While the Implicit and Explicit groups received just implicit feedback and explicit correction for their erroneous oral production, respectively, the Emergent group took CF from implicit to explicit. Oral narrative and picture description tasks and semi-structured interviews were used to collect the quantitative and qualitative data for the study. The results of inferential statistics indicated significant differences among the feedback types in both past-tense and future-tense accuracy. Moreover, the Emergent group had a better performance compared with the other groups with respect to accuracy. However, no significant difference was revealed among the feedback types with respect to fluency. The results of the content analysis also indicated that the learners mostly preferred to receive emergent feedback and participate in the process of error correction. The findings of this study can raise researchers', teachers', and teacher trainers' awareness of the function of various CF types.
topic accuracy
fluency
emergent feedback
explicit feedback
implicit feedback
attitude
url https://lghor.alzahra.ac.ir/article_4266_bffa18934c4c44d1fb1fd75ac6a8b392.pdf
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