An Investigation into Persian Language Teachers’ Attitude toward Oral Corrective Feedback in Classroom
Given the important role of oral corrective feedback (OCF) in developing language learning and due to the fact that no study has ever investigated Persian language teachers’ attitude toward providing oral corrective feedback, the purpose of the present study was to investigate and critically analyze...
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| Format: | Article |
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Institute for Humanities and Cultural Studies (IHCS)
2021-03-01
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| Series: | پژوهشنامۀ انتقادی متون و برنامههای علوم انسانی |
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| Online Access: | https://criticalstudy.ihcs.ac.ir/article_5777_9fa9cf303d5615cb5bf2f1ebcc57caa0.pdf |
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| author | Amir Zand-Moghadam Faranak Eslami |
| author_facet | Amir Zand-Moghadam Faranak Eslami |
| author_sort | Amir Zand-Moghadam |
| collection | DOAJ |
| description | Given the important role of oral corrective feedback (OCF) in developing language learning and due to the fact that no study has ever investigated Persian language teachers’ attitude toward providing oral corrective feedback, the purpose of the present study was to investigate and critically analyze the attitude and performance of Persian language teachers while providing OCF. To this end, 15 Persian language teachers were selected and given a questionnaire to complete. The questionnaire included both 5-point Likert scale and open-ended items. The findings revealed that Persian language teachers had a positive attitude toward OCF and that elicitation feedback was the most frequently used type of OCF, while repetition, clarification request and metalinguistic feedback were observed to be the least frequently used type of feedback. It can be concluded that Persian language teachers’ positive attitude toward OCF resulted in the effective use of feedback in the process of Persian language teaching. It can also be claimed that Persian language teachers made use of a variety of feedback types; the most frequent of all was elicitation feedback. The findings of this study have implications for Persian language teachers, researchers, and teacher educators. |
| format | Article |
| id | doaj-art-a7a43f86189940baa42c9d9b86fba62a |
| institution | Kabale University |
| issn | 2383-1650 |
| language | fas |
| publishDate | 2021-03-01 |
| publisher | Institute for Humanities and Cultural Studies (IHCS) |
| record_format | Article |
| series | پژوهشنامۀ انتقادی متون و برنامههای علوم انسانی |
| spelling | doaj-art-a7a43f86189940baa42c9d9b86fba62a2025-01-08T05:43:24ZfasInstitute for Humanities and Cultural Studies (IHCS)پژوهشنامۀ انتقادی متون و برنامههای علوم انسانی2383-16502021-03-0121111313210.30465/crtls.2020.29847.17565777An Investigation into Persian Language Teachers’ Attitude toward Oral Corrective Feedback in ClassroomAmir Zand-Moghadam0Faranak Eslami1Associate Professor of Applied Linguistics, Allameh Tabataba’i University, Tehran, IranPhD Candidate, Teaching Persian to Speakers of Other Languages, Allameh Tabataba’i University, Tehran, IranGiven the important role of oral corrective feedback (OCF) in developing language learning and due to the fact that no study has ever investigated Persian language teachers’ attitude toward providing oral corrective feedback, the purpose of the present study was to investigate and critically analyze the attitude and performance of Persian language teachers while providing OCF. To this end, 15 Persian language teachers were selected and given a questionnaire to complete. The questionnaire included both 5-point Likert scale and open-ended items. The findings revealed that Persian language teachers had a positive attitude toward OCF and that elicitation feedback was the most frequently used type of OCF, while repetition, clarification request and metalinguistic feedback were observed to be the least frequently used type of feedback. It can be concluded that Persian language teachers’ positive attitude toward OCF resulted in the effective use of feedback in the process of Persian language teaching. It can also be claimed that Persian language teachers made use of a variety of feedback types; the most frequent of all was elicitation feedback. The findings of this study have implications for Persian language teachers, researchers, and teacher educators.https://criticalstudy.ihcs.ac.ir/article_5777_9fa9cf303d5615cb5bf2f1ebcc57caa0.pdfteaching persian to speakers of other languagesoral corrective feedbackattitude |
| spellingShingle | Amir Zand-Moghadam Faranak Eslami An Investigation into Persian Language Teachers’ Attitude toward Oral Corrective Feedback in Classroom پژوهشنامۀ انتقادی متون و برنامههای علوم انسانی teaching persian to speakers of other languages oral corrective feedback attitude |
| title | An Investigation into Persian Language Teachers’ Attitude toward Oral Corrective Feedback in Classroom |
| title_full | An Investigation into Persian Language Teachers’ Attitude toward Oral Corrective Feedback in Classroom |
| title_fullStr | An Investigation into Persian Language Teachers’ Attitude toward Oral Corrective Feedback in Classroom |
| title_full_unstemmed | An Investigation into Persian Language Teachers’ Attitude toward Oral Corrective Feedback in Classroom |
| title_short | An Investigation into Persian Language Teachers’ Attitude toward Oral Corrective Feedback in Classroom |
| title_sort | investigation into persian language teachers attitude toward oral corrective feedback in classroom |
| topic | teaching persian to speakers of other languages oral corrective feedback attitude |
| url | https://criticalstudy.ihcs.ac.ir/article_5777_9fa9cf303d5615cb5bf2f1ebcc57caa0.pdf |
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