The Effect of Peer Feedback and Teacher-Led Feedback Through Social Networking on Learning and Retention of IELTS Vocabulary for Productive Skills among Iranian EFL learners [پايان نامه لاتين]
Malihe Naeemi
| Record Identifier: | 16930 |
| Title: | The Effect of Peer Feedback and Teacher-Led Feedback Through Social Networking on Learning and Retention of IELTS Vocabulary for Productive Skills among Iranian EFL learners |
| Personal Name: | Malihe Naeemi |
| Studied Course: | Teaching English as a Foreign Language (TEFL) |
| Supervisor: | Dr. Mohammad Mahdi Hajmalek |
| College: | Humanities |
| Univercity: | Khatam |
| Degree: | Master |
| Studied Year: | 2019 |
| Abstract: | With the advent of technology, social networking is already taking up a noticeable portion of the young generation s time. Notwithstanding the possible threats, this opens up an opportunity for educators in general and language instructors in particular to help learners overcome a number of challenges in L2 learning and foster autonomous, self-regulated learning. The current study focuses on the differential effect of teacher-mediated and peer-mediated social networking on the acquisition and retention of IELTS vocabulary items. This study is considered as a mixed methods approach. In dealing with the qualitative phase, an interview was conducted to gain information from the participants about learning through social network. For the purpose of quantitative part, 60 EFL learners preparing for IELTS exam were randomly assigned to two balanced experimental groups interacting via one of the popular social networks in the local context after a pre-test of IELTS speaking and writing was administered. While both groups were instructed in working with the suggested material and contributing their shares in assigned tasks, one of the groups was moderated by the researcher and the other group was encouraged to provide each other with feedback on their contributions. Immediately after the treatment period, a post-test parallel to the pre-test in format was given and a delayed one was administered three weeks after the instruction. The results of MANCOVA revealed that although both methods were significantly successful in promoting students mastery of IELTS vocabulary items, teacher-led feedback resulted in better short-term learning of these words while peer-led feedback resulted in better long-term retention of them. In the qualitative section, the positive comments of the participants implied their positive attitude toward learning through social networks and they advise others more on the bases of entertainment, availability and flexibility. These findings show that promoting self-regulated learning via online tools can lead to a more sustainable type of learning and teachers may employ this particular and effective tool in their courses, and make their courses much more interactive and fruitful. |
| شماره ثبت | نسخه | جلد | بخش | مرجع | شماره بازیابی | در دست امانت | تاریخ بازگشت | ملاحظات | |
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| 218261 | 1 | ||||||||
| 218262 | 2 |
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