EFL Learners’ and Teachers’ Perceptions toward Corrective Feedback and Collaborative Writing: A Mixed-Methods Study
<p>Perceptions have absorbed scholarly scrutiny within the domain of Second Language Acquisition (SLA) due to their potential to significantly impact learning behaviors. Hence, this study investigated female English as a Foreign Language (EFL) teachers’ and learners’ attitu...
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| Format: | Article |
| Language: | English |
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Islamic Azad University, Tabriz Branch
2024-11-01
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| Series: | Journal of Applied Linguistics |
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| Online Access: | https://sanad.iau.ir/journal/jal/Article/1121600 |
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| author | Maryam Soleimani Zahra Aghazadeh |
| author_facet | Maryam Soleimani Zahra Aghazadeh |
| author_sort | Maryam Soleimani |
| collection | DOAJ |
| description | <p>Perceptions have absorbed scholarly scrutiny within the domain of Second Language Acquisition (SLA) due to their potential to significantly impact learning behaviors. Hence, this study investigated female English as a Foreign Language (EFL) teachers’ and learners’ attitudes toward patterns of Corrective Feedback (CF) and Collaborative Writing (CW). This study involved 150 EFL female learners aged between 14 and 20 along with 40 EFL female instructors at Iran Language Institute (ILI) in Urmia, Iran. The learners filled out the adapted version of Loewen et al.’s (2009) CF scale that encompassed 24 items. Additionally, a CF questionnaire, developed by the researcher, was administered to the teachers that comprised of 14 items. Furthermore, a CW questionnaire adapted from Aghazadeh et al. (2022) involving 8 items were administered among the learners and the teachers. To supplement the quantitative data at the end of the study, semi-structured interviews were conducted with the participants. The outcomes demonstrated that both teachers and learners had a positive attitude toward CF and CW. The theoretical and practical implications of the study were accordingly discussed.</p> |
| format | Article |
| id | doaj-art-0cb5a1d237c64eb4a5d524c553d2f30b |
| institution | DOAJ |
| issn | 2008-8434 2538-1695 |
| language | English |
| publishDate | 2024-11-01 |
| publisher | Islamic Azad University, Tabriz Branch |
| record_format | Article |
| series | Journal of Applied Linguistics |
| spelling | doaj-art-0cb5a1d237c64eb4a5d524c553d2f30b2025-08-20T02:58:00ZengIslamic Azad University, Tabriz BranchJournal of Applied Linguistics2008-84342538-16952024-11-01173470103EFL Learners’ and Teachers’ Perceptions toward Corrective Feedback and Collaborative Writing: A Mixed-Methods StudyMaryam Soleimani0Zahra Aghazadeh1Department of Humanities, Farhangiyan University, Urmia, West Azarbaijan, IranMinistry of Education<p>Perceptions have absorbed scholarly scrutiny within the domain of Second Language Acquisition (SLA) due to their potential to significantly impact learning behaviors. Hence, this study investigated female English as a Foreign Language (EFL) teachers’ and learners’ attitudes toward patterns of Corrective Feedback (CF) and Collaborative Writing (CW). This study involved 150 EFL female learners aged between 14 and 20 along with 40 EFL female instructors at Iran Language Institute (ILI) in Urmia, Iran. The learners filled out the adapted version of Loewen et al.’s (2009) CF scale that encompassed 24 items. Additionally, a CF questionnaire, developed by the researcher, was administered to the teachers that comprised of 14 items. Furthermore, a CW questionnaire adapted from Aghazadeh et al. (2022) involving 8 items were administered among the learners and the teachers. To supplement the quantitative data at the end of the study, semi-structured interviews were conducted with the participants. The outcomes demonstrated that both teachers and learners had a positive attitude toward CF and CW. The theoretical and practical implications of the study were accordingly discussed.</p>https://sanad.iau.ir/journal/jal/Article/1121600corrective feedback collaborative writing efl learners efl teachers perceptions |
| spellingShingle | Maryam Soleimani Zahra Aghazadeh EFL Learners’ and Teachers’ Perceptions toward Corrective Feedback and Collaborative Writing: A Mixed-Methods Study Journal of Applied Linguistics corrective feedback collaborative writing efl learners efl teachers perceptions |
| title | EFL Learners’ and Teachers’ Perceptions toward Corrective Feedback and Collaborative Writing: A Mixed-Methods Study |
| title_full | EFL Learners’ and Teachers’ Perceptions toward Corrective Feedback and Collaborative Writing: A Mixed-Methods Study |
| title_fullStr | EFL Learners’ and Teachers’ Perceptions toward Corrective Feedback and Collaborative Writing: A Mixed-Methods Study |
| title_full_unstemmed | EFL Learners’ and Teachers’ Perceptions toward Corrective Feedback and Collaborative Writing: A Mixed-Methods Study |
| title_short | EFL Learners’ and Teachers’ Perceptions toward Corrective Feedback and Collaborative Writing: A Mixed-Methods Study |
| title_sort | efl learners and teachers perceptions toward corrective feedback and collaborative writing a mixed methods study |
| topic | corrective feedback collaborative writing efl learners efl teachers perceptions |
| url | https://sanad.iau.ir/journal/jal/Article/1121600 |
| work_keys_str_mv | AT maryamsoleimani efllearnersandteachersperceptionstowardcorrectivefeedbackandcollaborativewritingamixedmethodsstudy AT zahraaghazadeh efllearnersandteachersperceptionstowardcorrectivefeedbackandcollaborativewritingamixedmethodsstudy |